



REVISED 



COURSE OF STUDY 



— ^I=OR^ 



J^ael7er3' Ipstitdt^s 



Pvepaveb bg ^utl}oritg of tl^e 



STflTEBOflRD Of EDUCflTIOll 



OF= 7VY1SSOURI 



Revised May 15. 1895. 



rt5<«KO;®©«e>inn 



Single copy 20c; six copies |1, 00; twenty-live copies and over, ITx' 
each. Express charges will be paid on orders of 100 copies 



(§ • ® 



Warrensbubg, Mo.: 
journal-democrat ptjblishing house. 



(Copyright, 1895, by Henry A. Peed. All rights reserved.) 



re:^ised 

COURSE OF STUDY 



F=OR- 



7^ael7er5' Ipstitdt^s 



•»-<»£— «2c5|**^i—;<::«^ 



Pvepareb bg ^u\])OV]\p^ of thje 

STflTE BOARD Of EDUCflTION 



OF= 7VY1SSOURI. 

Revised May 15. 1895 



VVabrensburo, Mo.: 
jotirnai, democrat publishinc, house. 



("opyright, 1895, by Heury A. Peed. All rights reserved. 



K^ 






iNTRODUCTiON. 



iTJElNG the last two weeks in April tiie Stalp Siiixn-iiiti'iidcnt 
held Bi series of meetings with the Con iity Connnissioners and 
others interested iu the institutes. About halt' of the Commissioners 
were able to attend the meetings, manj^ being kept away because theii- 
schools were in session. The sentiment of those attending the meetings 
was nearly unanimous in the support of the following propositions: 

1. That the p;z77JO«e of the institute is not to tench the common 
school brunches, and that persons ignorant of these branches cannot 
reasonably hope to master them during the shoi-t period that an insti- 
tute is in session. 

2. That the purpose of the institute is pe(higogical instruction, the 
elevation of professional ideals, the direction of professional studies, and 
the creation of professional sentiment, spirit and enthusiasm. 

3. That it is in no sense the purpose of the institute to ])rei)are 
teachers for passing examinations. 

4. That the practice of grading the teachers on their daily recita- 
tions and talking every day about grades and examinations is vicious 
and demoralizing, and ought not to be countenanced or allowed. 

5. That while any institute recitation is iu progress the entire at- 
tention of the instructor and all the class ought tt) be concentrated upon 
the subject matter of the lesson. 

(). That the examinations at the close of the institute ought not to 
be confined to the few brief lessons taught during the institute. 

7. That in arranging this course of study there should lie but one 
series of lessons in each of the common school branches and one iu 
School Management; that no separate chassis needed in methods of 
teaching; but, that this course should bo so arranged that the work done 
in the treatment of each of the branches will be as fai- as practicable peda- 
gogical. To illustrate: The purpose of the lessons here given in lan- 
guage is to show how to teach language. 

8. That no one in the institute should have n.ioiv than six [or at the 
very outside, seven] dail^' recitations, and that the teacher who pursues 
a given subject [as, for example. Geography] during this year or an.\- 
other year should have opportunity to study the methods of teaching 
the elementary, intermediate, iind advanced phases of that subject all 
during one and the same year. 

'9. That in classifying the teachers into the tliree classes [or two] as 



hei-('t<)foi-(', liu' basis of classilicatiou should lif scholarship and pi-ot'cs- 
sioual attainments conihined, bnt the needs of eaeh individnal should be 
considered in deti<'rmining what subjects he shall take each hour of the 
da.v. To illustrate: Some teachers who rank among the best in most 
subjects, may need to take civil government with the lowest class in the 
institute. 

lU. That very great care ought henceforth to be exercised in the 
classification of certificates, that an applicant should be of undoubtedly 
high, standing ill idll tlie subjects in thiii course of study in order to re- 
ceive a first grade certificate and equally proficient in all except psycholo- 
gy in order to receive the second grade certificate. 

The State Board of Education [as provided by statute] appointed a 
committee of five men to prepare this Revised Course of Study. The 
committee consisted of Supt. W. J. Hawkins of Nevada; Principal F. E. 
('(jok of St. Louis; Prof. Jno. T. Buchanan of Kansas City; Supt. L. J. 
Hall of Montgomery City and Prof. J. A. Merrill of Warrensburg: the 
State Superintendent being ex-officio a member. 

it is but justice to the committee and others who aided in preparing 
this outline that the following facts be stated: Our statutes make no pro. 
vision for the expenses of the committee or for the cost of printing this 
course of stud^^; All business was done by correspondence; No one re- 
ceived a p(nn,y in payment for his services; At the recjuest of members 
of the committee, valuable assistance was rendered by President W. D. 
Vandiver of Cape Girardeau; Prof. W. T. Carrington of Springfield; Prof. 
N. A. Harvey and Principals (jr. B. Longau and Gertrude Creeue of Kan- 
sas City. No one had more than one week in which to prepare his part 
of the course. 

It is understood that this course of study is for the current .year 
only. It doubtless has some defects. During the ensuing fall and winter 
it is proposed that we all put our heads together and devise apian of 
operation for the institutes of 1896 that will embod.v the combined 
wisdom of all the educational forces in the state. 
. Ver.y respeetfuU.v, 

JOHN E. KIRK, 
State Superintendent of Public Schools. 



LANGUAGE AND GRAMMAR, 



Hv SiiPT. W. J. Hav.kins, Nevada. 



GUIDING PRINCIPLES. (Quoted.) 

1. Observation in some form must precede knowledoc, niid wlien 
properly conducted, leads to knowledge. 

•2. Definite thought must be awakened in the mind betoi'e intelligent 
expression is possible. 

-S. The pupil must in some rational way be led to associate this 
thought with word torms (oral or written) for properly expressing it. 

4-. In the early stages of language teaching, a good drill in observa- 
tion, accompanied by oral expression, should precede the use of written 
exercises, printed books, or charts. Thought must be secured through 
natural methods. 

."). Success in teaching language to primary classes depends on the 
teacher's skill in exciting and maintaining the pupil's interest while 
directing his mind indefinite channels of effort and leading him to be 
easy and natural in his methods of observation and expression. 
LESSON OUTLINES. 

- I. ( 'ONVERSATION AND ObSERVATIOX. 

1 . (Conversation:— essential points: 

(1.) Cultivate the acquaintance of the pui)iis and lead them to talk 
with freedom and ease. 

(2.) The topics for conversation must be familiar to the pupils. 

(3.) The teacher must be interested in the conversation and must 
be an attentive listener as well as a pleasing talker. 

(4.) The conversation lesson must be narrative as well as descrip- 
tive, and the topics used, or the objects presented to call out free expres- 
sions of thought, must be determined by the locality in which pupils live, 
and their home influences and environments. 

(5.) The conversation lesson must determine, in pai-t at least, the 
following points: (a) The pupil's vocabulary of spoken words; (b) The 
correctness of pronunciation and use of words; (c) The charactei' and 
extent of the pupil's information. 

The following lessons are given as examples, and instructoi-s should 
vary them both as to matter and order as they deem best. The pur- 
pose Is to present ;; phm for class work. 



REVISED COURSE OF STUDY. 



1 . (a) John, where do you live? 

I live on the rock road. 

How far do you live from t\w school hous«^? 
P^'ather says it is half a iniln. 
Who is your nearest neighbor? 
Our nearest neighbor is the Widow Johnson. 
Who is 3'our nearest neighbor on the other side? 
Mr. Stokes is our nearest neighbor on the other side. 
Combined: I live on the rock road half a mile from the school 
liouse. Our nearest neighbor on the one side is the Widow Johnson, 
and on the other side, Mr. Stokes. 

If the pupils cannot combine properly the teacher must \nA]) thf-m. 
())) What does your father do? 
He is a farmer. 
What does he raise? 

He raises wheat, chickens, potatoes, pigs, corn, apples, 
calves and mules. 
Combined: My father is a farmer and raises wheat, corn, aj)ples, 
potatoes, mules, calves, pigs and chickens. 

2. (a) Have you any brothers or sisters? 

Yes,'ma'am; I have two brothers and one sister. 

What are your brothers' names? 

Their names are Charley and George. 

What is your sister's name? 

Shn is the baby and her name is Bessie. 
Combined: I have two brothers and one sister. The names ot my 
bi'others are Charley and George. My sister's name is Bessie. 
2. Observation. 

(a) Mary, what coloi- is youi- slate? 
My slate is black. 

Move your finger on the surface, tlu^n tell me something 

about it? 
The surface is smooth. 
Why is the surface smooth? 
The surface is smooth that 1 may write on it. 
Combined: My slate is black and the surface is smooth that I may 
write on it. 

(b) About a plant as a whole: 

Does this plant grow in doors or out of doors? 
That plant grows out of doors? 
What conditions are necessary for it to grow? 
It must have warm sunshine and moist soil. 
What care does it need? 



6 REVISED COURSE OF STLDY 



The soil must be cultivated. 

Does this plant grow from a slip or from a seed? 

That plant grows from a seed. 

What is the name of the plant? 

It is a bean plant. 

Combined: The plantgrows out of doors. It must have warm sunshine 
and moist soil, and the soil must be cultivated. It gi-ows fi-om a seed 
and is called a bean plant. 

Suggestions: (1 .) Briefly discuss the essential points given above. 

(2.) Take up actual recitations in ooitversiiiion and ohserviitioii — 
both oriU and written, and vary the dj-ills both as to matter and ns to 
method. 

il. 1. Spend the first ten minutes in recitations on topics of con. 
versation, or observation work. The recitations should be planned and 
presented from the stand point of the child and the conclusions should 
be clear, simple and pointed. 

2. Members of the class should have Hyde's First Book, take up the 
exercises from page 1 to page 10 and give practical lessons showing the 
use of the book in the hands of the pupils. 

Example. Lesson I. 

Lucy, read the first sentence. 

Lucy reads: "Tell something about your Iiook."' 

Lucy's response: "My book is new and clean." 

Mary, read the nextsentenc(J. 

Mary reads: "Tell something about your pencil." 

Mary's response: "I have a long pencil." 

John, read the next sentence. 

John reads: "Tell something about your desk." 

John's response: "The desk is too high for me," etc., etc. ^ 

Suggestions: The above is only a, pluu; instructors will have others. 
Hyde's text book is our text by law. Teachers must use it. Most in the 
language class will be young teachers. They must have help and in- 
structors can best help them by doing class work from the book. The 
above plan involves three things on the part of the pupil — I'eading, 
thought getting and oral expression. 

III. Observation Lesson and special use of woi-ds. 

1. The use of was, were, has and hare. 

2. The use of see, saw, seen, has seen and have seen. 

3. Use of singular and plural forms of familiar nouns. 
Suggestions: Use familiar objects. 

Lead to the correct use of the words in oral discussion, then 
carefully unite what has been said. 
Read, compare and coi-reet errf)rs. 



REVISED COURSE OF STUDY. 



IV. Special study of word forms: 

1. Siugulai" aud plural forms of uouiis used in seutences. 

2. Singular aud plural use of verl)s associated with singular and 
plural forms of uouns. 

3. Ways of forming plurals. 

4. Use singular and plural possessives in sentences. 

5. Distinguish between forms of adjectives and adverbs. 
Suggestions: (a) Study words used by children in every day con- 
versation. 

(b) Write the forms as many times as possible. 
(e) I)pdu(-e the rules from the written forms. 

V. Picture Stories: 

1. Use of picture lessons in the text book: (a) Carefully discuss all 
points in the outline; (b) Write the story connectedly and in the order 
of the outline. 

2. Use other pictures and lead pencils to develop and arrange the 
outline. 

3. Without outlines write the stories suggested by other pictures. 
Objects: Short, clear sentences and well connected stories. 

VI. Reprodiirtion. 

1 . Read the story to the class. 

(1) The story should be new and short. 

(2) It should be about something familiar to the pupils. 

(3) The story should be read by the teacher or by a, member of 

the class. 

2. Discuss orally all points in the story. 

(1) Lead every pupil to take a part in the discussion. 

(2) Correct all errors in use of words and construction of sen- 
tences. 

(3) Take up the points in their order. 

3. Write the story on slates or paper. 
Read, compare and correct errors. 

Discuss: (a) Object and value as a language exercise, (b) Educa- 
tional value, (c) Abuses. 

VII. Quotations and Dictation exercise: 

1. Quotation marks and their uses. 

2. Require several short quotations to be written. 

3. Dictations. 

(1) Read selected sentences or short selections slowly and dis- 
tinctly. 

(2) Compare and correct in spelling, use of capitals and punctua- 
tion. 

Discuss: (a) Value of learning (|u<)tations. (b) The educational 



S REVISED cor USE OF STUDY. 

value of dictation exercises, (c) Faults to be avoided on the part of the 
teacher. 

VIII. Letter Writing: 

1. Eepresent a sheet of paper on the black board. 

2. Write a short letter show'ii^' the correct position of the parts of 
the letter. 

3. Teach the names of the parts ol a letter ami |)ut sjx'cial stress on 
position, use of capital letters and punctuation. 

4. Require members of the class to write a business lettei-. ('oni- 
pare and correct errors. 

IX. Compositions in elementary classes: 

1. Study and use of composition outlines in elenienti-y text book. 

2. Preparation work. 

(a) Pupils can write only what thej' know. 

(b) Use of the correct form of the oj-al sentence slunild precede 
the use of the written sentence. 

(c) As oral language precedes written language the oral discus- 
sion of the subject must precede the written discourse. 

8. ^>elect from subject things as topics familiar to children. 

4. Develop the leading facts by careful questioning. In the same 
way bring out and arrange minor facts. 

."). Write the composition, urging coirect use of caiiital letti rs and 
punctuation. 

X. Study of the conipositions; 

1. Every set of com])Ositions sliould be a special study for several 
lessons. 

(a) A reading lesson. 

(b) (!hoice and use of words. 

(c) Arrangement of sentences. 

2. Insist from the beginning on correct form on the pa])er. The fol- 
lowing points are most important (DeGsrnao): 

(1) Pupil's name on upper right hand corner. 

(2) Title in the center of the page and under lined. 

(3) An even margin at left of page (say one-jialf inch on note 
paper.) 

(4) Indentation of the first line of each paragra])h. 

(5) No margin at right of page, each line being well filled out 
(except, of course, the last line of a paragraph which may end 
at any place.) 

(0) A hyphen at the righf to show th(^ division of a word 

made at the end of a line. 
(7) A capital letter at the beginning of each sentence. 
(H) An interrogation point at the close of a question. 



REVISED COURSE OF STUDY. 9 



(U) A period at the close of a declarative oi- iinijerative sentence. 

XI. The study of sentences: 

1 . Forms. 

(a) Simple, (b) Complex, (c) Compound. Develop the com- 
plex and the comjiound from the simple. Compare the forms. 

2. Use: 

(a) Declarative. (U) Imperative, (c) Interrogative, (d) Ex- 
clamatory. 

3. Elements (jf a sentence as to rank: 

(a) Principal, (b) Subordinate, (e) Subordinate sentences are 
in use, Substantive, Adjective, or Adverliial. Dlustrations. 

XII. Sentences continued: 

1. Synthesis, (a) Write simple sentences, (b) Modify the sub- 
ject by (1) a word. (2) A phrase. (3) A clause, (c) Modify the predi- 
cate by (1) a word. (2) A phrase. (3) A clause, (d) Compare the 
forms and show by reference to definition that the third under (b) and 
under (c) is each a complex sentence — form other complex sentences, (e) 
Form numiM-ous combined sentences. 

2. Analyze one sentence of each as illustration of jxiwers of an- 
alysis. 

XI [I. Forms of the verbs: 

1. Classification of verbs. 

(a) In regard to form— regular and irregnlai-. (b) In ri'gard to 
use — transitive, intransitive, auxiliary, impei-sonal. 

2. Properties of the verb. 

(a) Voice, (b) xMode. (c) Tense, [d] Person, [e] Number. 
Give carefid drills f)n i-egular and irregular verbs, also on mode and 
make careful distinction l)etween old and new classification with respect 
to mode. 

XIV. Practical exercises in the use of verbs: 

1. On verbs likely to be impi-operly used, as lie, raise, set and sit. 

2. Use of auxiliaries: sluill, uill, tuny, can, must, coulfl, 'would, etc. 

3. The uses of the participle in a sentence [a] part of a predicate, 
[bl As subject, [c] As objective element, [d] As adjective element. 

XV. The office of the adverb in the sentence: 

1. Joined to verbs, showing manner, time, place, cause, etc. 

2. Joined to adjectives to express qualities. 

3. Joined to other adverbs to express manner, time, etc. 

XVI. Advanced work in composition: 

1. Select a subject on which all have some information or may ob- 
tain information easily. 

2. Orally, develop the main points in the subject. 

3. Write the compositions, leaving the members of the chass to fill 



10 HE VISED COURSE OF STl'DY. 

in the minor points. 

XVII. The study of the composition: 

1. Spelling, capital letters and pimctuation. 

2. Choice of words. 

3. Construction of sentences. 

[a] Contracted or wordy, [b] Concise and clear or loose and 
obscure, [c] Select one, three or live l)est sentences and 
state why they are the best. 

XVIII. The Study of the Composition Continm-d: 

1. Selection and analysis of [a] simjjle sentences, [b] Compound 
sentences, [c] Complex sentences. 

2. Select, [a] Transitive verbs. []>] Passive verbs, [c] Verbs 
in subjunctive mode, etc. 

These lessons are outlined not for the purpose ofteachiup,' the tacts 
of the subject, but to indicate plans of presentation. 

The committee has had in view the needs of the teachers who have 
had but little or no experience and need methods more than they 
need facts in technical grammar. Where the lessons are too long for 
one recitation, the instructors may select such parts of the outline as 
the\' deem best. 



GEOGRAPHY 



r.v Prop. Jas. A. Merrill, Warrensburg. 
Assisted bv Prof. N. A. Harvev, Kansas City, 



SUGGESTIONS TO THE INSTRUCTOR. 

In the outline which follows, strict attention has been given to the 
logical dependence of the different elements which constitute the subject 
matter of g■eograph3^ 

The instructor is asked to study it carefully, not with reference to 
any text-book, but on its own merits. The order of the lessons is not 
necessarily the natural arrangement of the topics, but since each lesson 
is largely a line of thought peculiar to itself, it may be studied as a 
whole. The lessons do not cover the entire field minutely, nor could 
eighteen lessons be made to do so; but it is thought that the princiiial 
elements have been so placed that the spirit of the method may be under- 
stood. Much of what is generally put in geograjjhy and thought to be 
of great value is here omitted, not so much because its value is question- 
ed as because its relative value puts it in a different position, so that it 
needs no emphasis to muke it fall in line with the unfolding of the subject. 



REVISED COURSE OF STUDY. 11 

It will be noticed that memory work iw relegated to a minor position, 
because it is believed that what a child thoroughly comprehends, he will 
remember without special bolstering of the memory. 

Field work. 

It is very desii'able in this system of study that the field 
work he done thoioughly and systematically. The olyect of it is not 
to have examples given in the field of something which students have read 
about in books, but to study the forms in the field in such a way that 
the true conception of relief maj' be reached. In selecting places for field 
work, select the simplest forms and study them thoroughly. 

It may be the tenchnicy of some of the teachers in attendance at the 
institutes to go to some of the i-ugged and highly diversified forms, as 
cliffs, water-falls, caves, &.c. This should never be done. Select the sim- 
plest hill, the simplest stream, the simplest outcrop of soil and subsoil, 
avoiding all complications that need special explanation. 

The instructt)r, having selected the place, which will rarely hv I'ui'ther 
than a quarter of a mile from the school building, should prepare thor- 
oughly for the lesson to be given. He should go over the area alone 
and study it minutely. Go over it first to see how it illustrates the les- 
son to be given, and then make a map on tablet marking the different 
places to be noticed and what they are to illustrate. Draw cross sec- 
tions at certain places showing the structui'e of the forms studied. This 
having been done the instructor is ready to formulate a ])liiii foi- the 
recitation. 

Do not f^Tj into the field witlioiit knowing definitely where, what and 
bow the lesson is to he in full. Field work is exceedingly interesting, but 
it is difficult to conduct successfully. The importance of a well formed 
plan can not be over-estimated. The plan should include the exact 
place at which the class will reach the area to be studied, the ground oyer 
which the lesson goes, and the order of development. The method used 
should be almost-'entirely that of questioning. Almost any simple prob- 
lem oflandscapemaybe solved by observation under skillful direction. The 
students should keep notes as they pass over the ground. They may be 
asked to make the same maps, the same observations, and about the 
sa-me notes that the instructor made in first going over the field. 

These points having been made in the field, the whole class should be 
taken back to the room or the work resumed on the following day, aiid 
the concepts made more full and clear from work in the field. Defini- 
tions may be framed and put aside for future use. The further room 
work is explained in the different lessons and consists largely of the use of 
the constructive imagination based upon facts olitained from observa- 
tion and from books. 

If the instructor prefers i t, M!<-' room work m.iy li,' (loin- witlioiit the 



12 IIEVISED COURSE OF STIDY 



field work and made to a certain degree, effective; but the field work gives 
vitality to the whole system. It is hoped that every instructor in geog- 
raphy will attempt the field work; the r<»sults which follow will show the 
necessity of thorough preparation. 

Materiiils. 

Each teacher should li.nve a rnlni' ,ind a tablet. 

For drawing crayou relief maps black lead ci'ayon is (lesn'nl)li', 
though thick heavy lead pencils v\ni answ(M' the puri)f)se. 

For moulding, paper pulp is used. It is made by crumpling iii) com- 
mon newspaper in a bucket, pouring boiling hot water upon it, and stir- 
ing it until the paper is dissolved into a pulpy mass. It is then ready 
for use. The moulding may then be done ac(;ording to dii-ections given 
in lesson 8. 

In the lessons on plants and a,nimals, as much illustrative ma- 
terials as possibly should be gathered and presented to the class. Many 
facts can be gathered from the Agricultural Reports of the U. S. Govern- 
ment. The central thougjit in all these lessons is the earth as the Home 
of Man. 

In the study of the main topographic features and also in the study 
of industries, nothing can be used to better advantage than pictures. 
They may be gathered from any source, newspapers, magazines, adver- 
tisements or anywhere else. They may be pasted on card board, or 
passed around as they are cut from the papei-. Tliey should l)e (•arefiilly 
selected and used only at the proper time. 

References. 

Any text-book on geography may be used for whatever it will yield 
to the subject under consideration. The arrangement of the matter will 
be found to differ somewhat fi-om the general line of texts, but tlu' matter 
may be gathered from them and classified as requested. 

The following books may be referred to for the purposes named: 

Lessons in the New Geoffreiph,\\ by Trotter, gives e.Kcellent items of 
information on the lessons concerning climate, plants and animals, 
races of man, and commerce. 

Primary Geogruphy by Frye, has fine pictures, well arranged. The 
stories which ai'e models of clearness and vivacity, contain much valua- 
ble information. 

A copy of each of these books has been furnished each of the County 
(Commissioners by the publishers, with the understanding that the in- 
structors may have the use of the same in preparing for their classes. 

Many other books might be mentioned and commented on, but these 
are mentioned as especially helpfiil in the preparation of the lessons sug- 
gested in this outline. 



REVISED COURSE OF STUDY. IS 

THE USE OF THESE LESSONS. 

Tlie instructors and teachers should not make the mistake of sup- 
jiosing that the work suggested in this outline, can be thoroughly mas- 
tered in four weeks. The outline is made rather full in order that it 
may be dearly understood. It is expected that in many institutes the 
work will have to be short'^ned and much of the material omittfd. In 
order to facilitate this work, certain lessons have been marked optional 
as is explained latei'. 

This system of geography has been partially H(>t forth in The Normal 
Review, ])ublishedat Warrensburg, during the past year; and it will pi-ob- 
ably be continued in the same paper, and the Missouri School Journal 
during the coming year. 

LESSON 1. — srKFACE. 

NoTE.--The parts of lessons marked "op." are notessential to the under- 
standing of the system and may be omitted if in the judgment of the in- 
structor, the class will not have time to do them satisfactorily. 

Field Work. 

(Jo to the school yard and study the surface; its color, texture, mois- 
ture, composition and covering. Then stu.dy a place where the upper 
layer has been cut through into the yellow subsoil, as in a street, and no- 
tice the two layers with the irregular line of contact between them 
After carefully examing the soil and subsoil and comparing them as to 
color, texture and composition, go to an outcrop which shows the rock 
under the subsoil and develop the idea that surface consists of soil, sub- 
soil and rock. 

Study the structure of the surface soils, as, limestone soil, shale soil, 
and sandstone soil, and note their fornuition from rock and vegetable 
mold. Compare them and note the varying fertility shown. Fiiul the 
effects of burrowing animals and roots of plants on formation of soil 
layer. Map the area stridied and locate the places studied. 

Rooiiii Wf>i-k. 

1 . If the })receding work has been well done, the work suggested below 
will be eas3' and natural; but if the held work heis not been done, these 
points should be discussed in the room. 

2. Develop ideas and make definitions of land surface and water surface 
H. Expand the idea of the surface studied into a plain. Expand the idea 

of road or street into a desert in the same way. Locate the principal 
deserts of the world. Discuss forests, marshes and prairies, contrasting 
each b^' giAing examples with which all may be familiar. 

4. Discuss the diffpr(^nt kinds of soil and the value of each in the pi-oduc- 
tion of useful plants. 

LESSOX 2. — KEEIEF. 

Fji^ld Work. 

Select the nearest typical hill, and see that it is not too complex. A 



14 REVISED COURSE OF STUDY 



satisfactory one can generally be found near the school building, 
(io to the top of it and uote the shape on all sides from the suuiinit. (!o 
up and down the sides, developing the tsrms of summit, crast, slopes, base 
or foot. Note dispositionof soil, subsoil and rock on the surface. Note any 
irregularities of slopes, but do not study the streams in a critical way. 
A map may be made in the field. If the instructors are so inclined, here is 
the proper place to introduce the process of making contour lines. As 
the slopes are studied and compared, the cla.ss may be lead to estimate 
the difference in level of different places and to connect the places of the 
same level by a line, and in this way pass around the hill. In this way 
the liill may be surrounded several times and the contours placed on the 
maps. After all the points are developed in the field and located on the 
map, make a model of the hill according to the directions in lesson .S. 
Room Work. 

1. Develop idea and definition of hill — mak^ ma]) and model. 

2. By mapj)ing, extend tlu^ hill into sei'ies of liills, cliains of hills and 
ridges. 

8. Develo]) in tliesanie way mountain, mountain clniin, ;ind monntain 
system. 

4. Connect mountains with their plains on eithci- side, and give an 
idea of mountain and plaiji topography. 

.">. Locate the principal mountain ranges oftlieeartii and tliscuss 
their structure. 

(5. Discuss continental elevation — a big, and more oi' less flat, 
mountain base, into which all these forms are carved by running watei-. 

The abundant use of ])ictures will be found to help this lesson and 
make it plainer. 

LESSON 3.— THK LrFE ELRMKXT [X .V PLANT. 

1 . Protophisia: What is it? 

2. Utility of Phmts: Furnish food for man and other animals. 
Furnish lumber, fuel and fiber for cloth, ropes, etc. 

8. Aotion ofPhints: Make mineral matter into oi-ganic matter, 
which can be used as food by animals. Sepai-ate carbonic acid gas into 
carbon and oxygen, thus rendering it suitable for breathing. 

4. Chlorophyll: Leaf green. This is the active agent in plant life. 
Works only in sunlight. Very little food, (e. g. mushrooms) comes from 
plants not green. 

5. Other things being as they are, th'^ woi-id would be uninhabita- 
])le, were it not for chlorophyll. 

0. What is a. fertile country? Why is a fertile country jnore likely 
to be thickly peojiled than a sterile one? What exceptions may there be 
to this rule? ("an countries be too fertile for civilization to thrive in? 

LESSON 4. — C'ERE.\LS AND GRASSES. 

1. Ch;ii;ictfrisrics ot'ffr.issei^: Parallel veined leaves, jointed stems. 



REVISED COURSE OF STUDY. 15 

siiigie seed leaf. 

2. Make a liwt of all grasses growing in Missouri that .von are ac- 
(luainted with. Is corn a grass? Is sorghum? Is wheat? Is clover? 

^5. What grasses (grains) are used directly for human foofi, and 
what indirectly for pasture and hay? 

4. What food crops are not grasses? Relative values of the two 
kinds of crops, i. e. grasses and not grasses? 

."). In Missouri, in 1898, the three principal cereal crops, corn, 
wheat and oats, amounted to 202 million bushels, and with the ha^' 
crop, were valued at 87 million dollars. Potatoes, the principal non- 
cereal crop, amounted to 7 million bushels, valued at 4 million dollars. 

6. Should the value of cattle, horses and hogs be added to the value 
of the grass crops, in estimating the value of the grasses? Should sugar 
be added? Tobacco? Cotton? What occupations could not flourish 
wh(>rp grasses would not grow? 

LESSON' .". 

Food .[nii.huiJs. 

1. Land animals. 

a. Animals of the chasi': Malvc a list of wild animals used for 
food. Di.scuss habits, methods of capture, and liy 
whom used foi- food, 
li. Animals of the air: Make a list of wild fowls used for food. 
Discuss habits, methods ofca])turc and by whom used 
for food, 
c. op. Domestic animals: Hogs, cattle, etc. Make a complete 
list. Chickens, tiirkeys, etc. Make a complete list. 
Discuss methods at care and nr(>paration for the 
markets, and for food. 

2. Msrine Animals. 

a. Make a list of food itroducts derived from th(» sea, hikes, and 
rivers. 

b. One acre of sea surface is said to be ca])able of pi-oducing 

more food than an acre of land. 

c. How do oysters grow? What is whale l)one? Where is sal- 

mon canned? What are sardines? 

d. What industries do men living near the sea shore naturallv 

follow? 

e. op. What is a fish pond? Why has the making of fish ]ionds 

increased so much in the last few yeai-s? 

LESSOX 0. — STREAM SYSTEM. 

Field Work. 

1. Select a simple stream, the one nearest the school room will an- 
swer the purpose. The presence of water in the stream is desirabl(> but 
not necessary. Go to the source of the sti-eam and i'ollow it down 



10 REVISED COUIISE Of STUDY 



toward its mouth. Obsarve slopes of the sides of the basin, and note 
the steepness and irregularity at different places. 

2. On reaching the channel of the stream, examine its shape, direc- 
tion and slope. Note difference between the slope in the channel and the 
slope above where a definite channel is formed. Trace the slopes of the 
sides and the slope of the channel back to the ridge or watershed. Fol- 
low the watershed with the eye, noting its shape. 

8. Returning to the channel, nots the irregularity in the directloa of 
the channel and also of the channel slop;'. Observe the deposition in the 
bottom of the stream. Note its color, composition and foi-m, often- 
times level and flat on top. Discuss the method of deposithig this mate 
rial and trace it to its original position if possible. Gro on down tlie 
stream until a tributary is found running into the main stream. Com- 
pare the three slopes of the tributai-y with the three slopes of fhe main 
stream. 

4. At the junction of the streams will generally be found a small 
delta. Studj^ it as the deposit was studied before and di,scuss the pro- 
cess of its formation. Notice how perfectly the channel of the tributary 
is adjusted to the main stream, and how perfectly the basin slopes are 
adjusted to the channel slopes. Discuss now the material brought 
down hj the tributary, how the stream gets it, what it does with it and 
what is its final destination. 

5. Develop also the fact that the water ruiming down the channel slope 
has not only cut out the channel, but has also cut out all the land be- 
tween the channel slope and the level of the watershed. 

(). Observe the general change in the watershed and slopes as the 
mouth of the stream is approached, and compare the stream here with 
the part first studied. 

7. When the mouth of tlie stream is reached or when the stream has 
been followed as long as is desirable, a summary should be made by 
estimating distances of channel slope and basin slopes, height to level of 
water shed, and trying to realize the immense amount of material that 
has been moved and carried out and the increased amount of vegetable 
bearing surface resulting therefrom. 

8. An accurate map of stream and tributaries should be nmde 
according to a definite scale as the work proceeds. A \ertical 
map of channel, and then of the basin may be made. If the teacher 
desires to use contour liups, they may be made by returning to the 
source and coming down, noting carefully the differences in level and 
drawing the contour lines The stream should be mapped and moulded ac- 
cording to directions given in lesson (S. 

Note:— Do not try to explain or haveexplained sueh difficuitpiienom- 
ena as water falls, rapids, oi- caves in the sti-eam l)i^d. Sucli things are 



REVISED COURSE OF STUDY. 17 

resprved for work in Physical Geography or Geology. 
Room Work. 

1. Develop definitions of terms used in the above as watei'shed, 
valley, channel, slope, basin, delta, tributary, etc. 

2. Make map of stream to scale, locating the parts named. 

3. op. Expand this map into the map of a river system by chang- 
ing the scale and enlarging the map. The fact that a river system by 
means of a net work of water made channels, reaches and controls the 
surface drainage of almost every square foot of its basin may be dis- 
cussed. River systems may now be drawn and contoured. 

4 op. Discuss the value of a river sj'stemand tell why it has always 
so influenced the history and progress of a country. Discuss canals and 
compare with rivers. 

5. op. Stiidy and locat > the pi-incipa! i-ivers and river basins of the 
earth. 

LESSON 7 — COAST LINE. 

] . FU^M Work. 

a. This work may be done along the banks of a small lake, or if 

such is notcouvenient the banks of a stream will suffice 
A pool in the stream will be better than any other position 
along the stream. 

b. Note the w-ater along the bank, the shape of the line of con- 

tact. 

c. Observe the bank along the line of contact and above it, note 

the difference in shape between the two places. If the 
watei- has at one time been higher than it is now, deter- 
mine the contour of the water at that time. 

d. Make a surface map sh(nving the land on one side, the water 

on the other, and the irregular line of contact between 
them. Make also a section or vertical map running from 
the land under the water, showing the bank, the water 
surface and the sedimentation at bottom of water on the 
original bottom ot the water. 

e. Notice now the water surface. If the body of water is large or 

if there is a breeze moving, the surface will show constant 
rippling. From this develop waves, currents, and tides. 
Note the effect of the waves striking against the sur&ice 
of the bank, and develop from this the constant destruc- 
tion of tile land along the coast, and the encroachment of 
the sea. 

f. Observe also the sediment as it comes from the coast and the 

streams; determine what is done with it, and what posi- 
tion it has on the lake bottom. 



18 REVISED COURSE OF STUDY. 



g. Develop now the ideas of cape, promontory, peninsula, 
isthmus, island, and bay, gulf, strait, channel, estuary, 
lake and sound. Make vertical and hoi'izontal maps of 
each, that the concepts may be clearer. 
2. Room Work. 

a. Develop definitions of coast line terms according to the 

studies in the field. 

b. Make horizontal and vertical map of ocean coast line, by 

changing scale and showing the difference in steepness of 
banks at shore. 

c. op. Expend this vertical map across the ocean showing the 

shape of the bottom of the ocean in profile. It may 
also be extended over the land at least far enough to 
show its difference in regularity between the bottom of 
the sea and the sui-face of the land. 

d. Discuss the structure of a good harbor, making vertical map 

to show it. What influences have good harbors on the 
civilization of a country? 

e. op. Discuss the formation of irregularities in the coast line 

and of continental islands. In what way does thelimgth 
of the coast line affect the people in a country? 

f. op. Study and locate on wall map, the ocean curi'iMits in 

northern hemisphere. Why are these more clearly ma rked 
than in southei'u hemisphere? 

g. op. Discuss the deposits in the ocean — those near shore and 

those farther out. How are these deposits Inouglil to 
the sea and how are they distributed? 
h. op. ('ompare the coast lines of Europe and America. 

LESSON 8. — MAPPING AND MOrLDING. 

1. Mapjnng. 

a. Plain mapping to become familiar with scale may be begun 

in school room, then extended to school yax(\ and town. 
In mapping the school room, the sides should be mapped 
thus showing a vertical map or section. 

b. Surface mapping should also always be to scale, and the ver- 

tical map or section should generally accompany the 
horizontal map. When the yard is studied, it may be 
mapped and also the hill and stream. In addition to the 
surface mapping, the relief of the hill and stream may be 
shown by contours if that can be done. In like manner, 
the coast line may be mapped and its elevation indicated 
by shading or contoui-s. When the different surface and 
relief forms have been studied according to lessons 1, 2, 



BE VISED COVRSE OF STUDY. 19 



G, and 7; the American continent should be drawn accord- 
ing to some simple system of map drawing. Any system 
will answer the pni pose. The elevation should be repre- 
st nted by contorir lines or by crayon relief. 
2. op. Moulding. 

a. After jthe hill has been stndiKl in the field and mapped accu- 

rately, mould it on a piece of muslin tacked to a board. 
The model should be made acco/'ding to the map with a 
definite vertical and horizontal scale. If contours have 
been made, they will be found to be of great service, and 
if they are not used, some means of indicating places on 
the map that require irregularities in the moulding, 
should be adopted. 

b. In the same way the stream system and coast line may be 

moulded if time permits. 

c. Mould continent after it has been mapped and showji in 

crayon relief. If contours are not used here, it will be 
necessary to obtain the altitude of any place \)y compari- 
son of that place with others of known altitude. 
While accuracy is somewhat difficult to get by this 
method, a lairly good model may be made by repeated 
effort. Mould North America, South America, and 
Europe by this process. 

LESSON 9— TRANSPORTATION. 

1. Discuss the simplest modes of transportation and the most primi- 
tive methods known to the i-ace. 

2. Animals as carriers — Beasts of Burden. 

a. Make a list of animals that are used by man as his helpers in 

your own state. 

b. Make a list of other animals used as beasts of burden in other 

places. 
<-. Where are dogs used as beasts of burden? Camels? Llamas? 
Ileindeer? 

d. Why is not one animal, as the hoi-se, used all over the world 

for burden bearing purposes? 

e. What is the peculiarity of each animal that adapts him lor 

the purpose in his own country? 

f. Why are oxen less used than formerly? 

g. What industries depend upon the work of animals? 

h. What would be the effect if all beasts of burden were dis- 
pensed with, other things Ijeing as they are? 

3. op. Vehicles. 

a-. One jind two whei^led vehicles, wheel l)arrow, cai-t, bicycle, etc. 



^^^__ REVISED COURSE Of STUDY. 



b. Pour wheeled vehicles, wagon, carriage, etc. The wagon 
should be studied minutely, and its structure should be 
discussed as fully as time will permit. Why d.jes America 
especially the Mississippi river basin, have the best 
wagons in the world? 
e. What is the value of good roads? 
4. op. Means of transportation on water. 

a. Discuss the form and structure of canoe, sail boat, sail ship 
steam boat and steam ship. 

b. The sail boat and steam ship should be thoroughlv studied 
Pictures ofsteam ships may some times be obtained at 
the hardware stores, and their structure may be found 
explained m the dictionaries or encyclopj-pdia 

0. Means of transportation on tracks. 

a. Study the structure and pi'ocess of building street car and 
railroad tracks. 

b. Study steam engine thoroughly, finding out as much as is 
possible about its application ofsteam to wheels 

••■ Study and compare structure and capacity of street cars 
freight cars and passenger cars. Tell how each is adapted 
to the purpose for which it is used. 
'1. Electric cars-how is the electric car propelled? How does 
this method compare with that ofsteam engine? Which 
do you think is most likely to be used in thefuture'? Whv'^ 
■ Wh«t TT '^''^:^f^'^^^-o^^^9^ pleasure and profit to 
dustrv> Tt 'n T ^'" ^" '''' ^^""'^"- ""^"•'*^^'- The iron in- 

t:^^^:^'''^'''^' The coal industry? How wil, they aL 

LESSON lU— AIR, WINDS AND CLIMATK. 

1. Air. Discuss the composition Of air and its position with refer- 
ence to the earth's surface. 

2 Impurities in air, as water, dust and disease germs. The method 
ofgetting and holding each. in<merii.Ki 

3. Source of heat to air and the principles of its distribution 
Evaporation, dew, frost, cloud and rain formation ^^ ■^^"t.ion. 

4. Winds. Effect of heat on air-expands it pro.lucino- an un 

^r^:::;^^: ^; ^^^ ^'t^ ^^^••-^*--- ^^— '^^ m ar^e^n ^; 

and south *'J^* P^^^'^'.-^'^.^d.^—rd rush of air at :^0o latitude north 
and south. This carries with it vapor which condenses or expands with 

vapoi on the earth as a result of the distribution of heat 

vvindfronin??/'''"^''"''™"'^''''''" '" ^^^-^ «^"*^^ ^'^' « •^^''^'™ starts a 
«.u.l f.om a colder region toward it, and also one from a warmer recfon 



G 
man. 



REVISED COURSE OF STUDY. 21 

\ 

Discuss the complete change of temperature caused by this whirl around 
a center. Wliat is it called? The warm side brings rain, the cold side 
dry weather. What direction does the storm move? What effect does 
this have on the weather of the United States? 

5. op. The heat belt at the equator causing the air to rise, then 
causes the air in general to go from the equator poleward as upper cur- 
rents and from the poles to the equator as surface currents. What are 
constant winds? What are trade winds? 

6. Climate. What is climate? How are averages of weather made? 
What direct influence has the sun on the climate of the earth? How do 
the land and water surfaces affect climate? How does altitude affect 
land climate? Discuss effects of winds on climate. How do ocean cur- 
vents affect climate? Are .there really any such things as astronomical 
Climate zones? 

7. Discuss the climate of the following places: New York, Chicago, 
St. Louis and Salt Lake City. 

LESSON 11 — INDUSTRIES. 

L What is an industry? Name the principal industries of Missouri 
and of United States. 

2. Origin of an industry. 

a. In the natural demand as for food products. 

b. In the needs of the people. 

c. In tastes and desires. 

d. Why do certain industries originate at certain places? Make 

a list of industries that have been influenced by natural 
surroundings. 

8. Elements in an industry. 

a. I'roduction of materials. 

b. Activity of man in collecting and arranging the materials. 

c. The commerce or furnishing the prepared article by transpor- 

tation and trade for use of the consumer. 
4. op. Principal industries. 

a. P'ood. 

(1.) Corn, wheat, rice, coffee, barley, etc. 
(2.) Hogs, cattle, fowls, fish, etc. 

b. Clothing. 

(1.) Cotton, hemp, bamboo, flax, etc. 
(2.) Sheep, silk moth, bear, seal, etc. 

c. Shelter. 

(1.) Skins of animals used by primitiv« peoples. 
(2.) Lumber, brick and stone. 
(3.) Iron, zinc, glass, etc. 

d. Discuss the above industries, beginning with the natural con- 



22 REVISED COURSE OP STUDY. 



dition of the materials and following- them through the 
changes in preparation, and finally the transportation 
and uses. Locate the above mentioufd industries in 
Missouri and in America, 
e. Mining, banking, etc., may next be considered and theii- l)?ar- 
ing on the welfare of man may be discussed. 
Note: — One or two of the industries mentioned in 4, may be treated 

exhaustively and taken as types by which the others may be studied. 

The teachers may then work out the others at their leisure, when they 

teach the subject. The industries to be selected are left to the discretion 

of the instructor. 

LESSON 12.— FRUITS. 

1. Make a list of all fruits growing in Missouri, tluit you are ac- 
quainted with. 

2. Make a list of fruits imported into Missouri, and tell where each 
comes from. 

3. Where is the home of the cocoanut? Thelianana? The nutmeg? 
The pineapple? 

4- What industries depend largely upon fruits? How does fruit rais- 
ing affect the tin using industries? How does it affect railroad and steam- 
shii^ companies? In what directions do most railroads and steamshijis 
that carry fruits run? 

LESSON 13. — INJURIOUS ANIMALS ANU PLANTS. 

1. Make a list of all insects and other animals of Missouri that you 
know, that injure crops. 

2. Total injury done to crops every year by insects in the United 
States is estimated at 380 millions of dollars. 

3. Is it possible for insects to render unprofitable the raising of 
wheat or corn? 

4. Is it possible for insects to render a country uncultivable? 

5. Is it possible for insects, e. g.. mosquitos, flies, ticks, lice, etc., to 
render a country uninhabitable? 

6. In parts of Australia, ral)bits have almost ruined the sheep in- 
dustry. 

7. Twenty thousand people are killed in India eveiy year by vi'-noni- 
ous serpents and by tigers. 

<S. A few poisons, such as poison ivy, etc. 

1). Bacteria are small, colorless plants. Most of them are beneficial, 
some are injurious, producing disease. All decay is caused by bactaria. 

10. The principal injurious plants are such as corn smut, wheat rust, 
potato rot, blights, molds and mildews. 

11. All these plants are small, growing in the tissues of other plants 
and living ni)on theii- juices. They cause great injury. One-hundred 



REVISED COURSE OF STUDY. 



luillious dollars a year is the b?st ostimate of tlic losses oeoasioneil 
by these plants in the United States. 

12. What would be the effect if such plants should r;'nder inipiofita- 
ble, the growing of wheat and corn. 

13. Make a list of the most troublesome weeds. What is a weed? 
How great an expense is involved to farmers in over coming weeds? 
How does this affect the price of the crop raised? How does it affect the 
amount raised? How does it affect the number of people a country can 
support? 

LESSON" 14.— ANIMALS AND PLANT ZONES. 

1. Make as long a list as you can of the native animals of North 
America. 

2. What nati\'e iinimals are chai'acteristic of South America? Of 
Airiea? 

3. Why are some animals found only in limited areas? 

4. Why is the polar bear found only in the Arctic regions? Why are 
elephants found in Africa and not in Europe? 

5. Some aninuils are found all o^•er the world. Why? Why is man 
found in all countries Is any country uninhabitable 

(). What conditions limit the range of animals and plants 
7. Animals and plants, rather than mathematical lines, mark zones. 
What animals and plants are characteristic of each zone? 

LESSON 15. — CITIES. 

1. Location of cities — determined by convenience. 

a. In plant zones. Locate ten cities in plant zones, i. e., cities 

which owe their existence to that of the plant zone. 

b. In good harbors. Locate ten cities that owe their existence 

'solely or principally to the presence of the good harbor. 

c. At points of distribution for railroads or for rivers. Locate 

ten cities which are located at good points of distribution. 

2. op. Arrangement of cities. 

a. Business portion. 

b. Residence portion. 

c. Manufacturing porti(jn. What determines the location of 

each portion, and what are the differences in their ar- 
rangement? 

d. Study the map of some lai'ge city, as Kansas City or St. 

Louis, and discuss the street system, etc. 
S. Advantages of cities. 

a. Transportation. 

b. Business opportunity. 

c. Education. 

d. Association — as religion, education and government. 



24 REVISED COURSE OL STUDY. 



•i. op. Some typical cities. 

a. Chicago, the inland city. 

b. New York, the commercial city. 

c. St. Lonis, the valley city. 

d. Kansas City, the gate city. Study the peculiarities of each 

city and also the peculiarities of the people who inhabit 
it. This gives the natural characteristics of the people 
better than they can be obtained in any other way. Does 
the location and thrift of a gjvat city depend on the will 
of man? 

* LESSON 1().— RACES OF MEN. 

1. Peculiarities of types (physical and mental.} 

a. White man— Englishman. 

b. Yellow man — Chinaman. 

c. Black man — negro. 

d. Red man — Indian. 

e. What makes the difference in color between the ditierent race* 

above referred to? 

2. Surroundings and advantages. 

a. Home life of each in youth and maturity. 

b. Religion and government. 

c. Process of maintenance. 

d. Education — fitting for life. 

e. Discuss the adaptation of the people to the country in which 

they are found. 

3. Value of each race in the progress of the woi-ld. 

a. What improvements have each made upon the natural agen- 

cies given him? 

b. What does the earth furnish to the trade of the world? 
e. What will be the future of each? 

4. op. Location of the Races. 

a. Where is the home of each race? 

b. Does the home in any way indicate the mental and moral 

condition? 
e. Where is the most favoi'ed part of the earth foi* progress? 
Why? 

LESSON 1 7 — rOMMERCE. 

1. Simple trading. 

a. The beginning of commerce is in the trading of children. 

Illustrate by discussion of methods and motives of trad- 
ing among children. Trade among savages never gets 
above this plane. 

b. Trading among people when simple exehange is made, as,^ at 



REVISED COURSE OF STUDY. 



tlie market place, for mutual advantage. 
(;. Trading where money is used to take the place of an article of 

real value. As at stores and all ordinary business, 
fl. Trading where money only is used, and no intrinsic value is 

handled, as banks, etc. 
2. Domestic Commerce. 

ii. Manufacturing, transportation and trading betwetni different 

parts of the stime nation, 
h. Production, transportation and ti'ading between different 

parts of the same nation. 
'd. Foreign Commeice. 

a. Domestic commerce taken across the boundaries of the 

country of the producer. A market for the sui'plus. 

b. Discuss process of transportation in foreign commerce. 

c. Restriction on foreign trade, poi-ts of enti'.y, ti'affic, otc. 
4. op. Things affecting commerce. 

a. I)e])endence upon surface and productions of sui-fnce — natural 

and artificial. 
I). ])ei)endeuce on transportation and relief, uffecting building 

of water ways. 

c. Native activities and advancement of peoples. How does 

commerce affect peoples? 

d. Illustrate by examples how these things may entirely change 

commerce. 
."). op. Commerce of different peoples. 

a. White race — materials, transportation and peoj)les involved, 
li. Yellow race. 

c. Black i-ace. 

d. What divisions of these ])eoples are noti d especially fortheir 

commerce? 
G. Commerce of Missouri. 

a. Name the chief articles of imjjort in Missoui-i. Make a list, 

giv'ing country from which they come. 

b. Make a list of the articles of export fi'om Missouri, and tell 

if possible, where they are sent. 

LESSON 18 — POLITICAL DIVISIONS — illSTOUV. 

1. Formation of Boundary Lines, 
a. By nature — oceans, 
b By war — treat.y. 

c. In peace — treaty. 

d. B.v discovery and settlement. 

e. Make a listof nations, illustrating each of theabov methods 

of boundarv fornmtion. 



2H REVISED COURSE OF STUDY. 



2. Values of bouudary lines. 

a. Indepaudeut of boundaries. 

(1.) Nat.nral resources. 

(2.) Productions largely. 

(3.) Cities to a great extent, 
h. Dependent on boundaries lines. 

(1 .) Development and use of a national language. 

(2.) Manners and customs of people. 

(3.) Education and industries. 

(4.) (lovernment. 

c. Make list of the dijferent kinds of government in the woi-ld, 

and explain each. How does each affect the jirogress of 
the people. 

d. Smaller political divisions as state, county, etc., made solely 

for purposes of administering government. 
S. The placing of boundary lines and the study of the nations po- 
litically, should be done after the i-elief has been mastered 
and the cities located and studied. Tlie history of the nation 
by which the boundary line has been formed, forms pai-ts of 
this studv. 



SUPPLEMENTARY TOPICS FN SCHOOL 

MANAGE/VIENT. 

By 8upt. W. J. H.vwKixs, Xicvaua. 

I. The Annuiil Scliool Meet']Ui>\ 

1. Time and place. 

2. Powers and duties. 

a. School taxes, levy of. 

b. Length of term of school. 

c. Special objects indicated by notice. 
2. Duties of directors. 

1. Care of school property. 

2. Employment of teacher. 

3. Branches to be taught. 

4. Rules and regulations. 

Mo. School Law, Sees. 7078, 797'J, 7992, 7996. 
IL Ovgiinr/Ang the School: 

1. Plans for the first day. 

2. The program. 

3. Classiflcation of pupils. 

a. According to recoi-ds of previous term. 



RE VISED CO I RSE OF STL IJ Y. T - 

b. By examination and other reliable infornii'.tion. 

Note. The teaeher has absolute authority in classifying his pu|)ils, 
and can put the responsibility of a poor, or unjust classification on mo 
one else. 

4. S9ating- of pupils, 

III. School Tnctics. 

1. Preparatory — A lational ai'rangement of the seats, proper loca- 
tion of the stove, light and ventilation. 

2. Orderly and quiet movement of the classes. 

8. Few signals, but unifoi-ni from day to day. Why few? Wliv uni- 
form? 

4 Good influences of the orderly and quiet recitations, a. On pu- 
pils in the class, b. On pupils at study, c. On general ehavacter of 
the school . 

5. Plans for calling school aiid dismissing school. 

IV. A Course' of Study for District Schools. 

1. Its objects, advantages and how to use it. 

2. In the absence of au established course of study. 

The duty of the teacher, a. To prepare a course of study, b. To 
interest pupils in the course ot study, c. To interest the Board of Di- 
rectors in the course of study and secure their co-operation and support 
in its use. 

3. Difficulties in working to a course of study and how to meet 
them. 

4. Records of the progress and standing of pupils, a. Why should 
they be kept? b. What should be done with them at close of school? 

5. Promotion cards, a. Use to pnj^ils. b. Value to the new 
teacher. 

V. The Recitation. 

1. The length of the recitation 
a. hi primary class. 

1). In intermediate classics. 

c. hi high school subjects. 

2. Divisions of tim«. 
a. Reviews. 

1). Lesson of the day. 
c. (reneral information. 
Assignment of new lesson. 

a. Subjects rather than pa))er. 

b. Definite statement of what is required. 

c. Suggestions on how to make the preparation. 
4. Objects of the recitation. 

a. To gain knowledge. 

b. Mental develojunent. 

VI. The Teacher in the Recitation: 

1. To test the work of pupils and ascertain their pi-ogress. 

2. To guide and direct investigation, arouse enthusiasm, and in- 
spire by his example. 

3. To estimate the powers of pupils and determine the helj) that may 
be necessary. 

4. To cultivate respect for systematic and orderly work. 



28 REVISED COURSE OF STUDY. 



SCHOOL MANAGEHENT. 



By W. T. Carrington, Pkin. Springfield High School. 



In the following oiitliue an attempt has been made to keep reasona 
bly close to a text book on the subject. It is well for every t£>acher to 
have a standai-d work on School Management. Page is recognized as the 
best all round manual for young teachers, and we recommend it as a 
text along with this subject. 

1. 1. The Spirit of the Teacher. — More than mental power required. 

2. The motives of the teacher. Teaching cannot be secondary. 
Harmful results of a low estimate of the importance and dignity of the 
work. 

3. The responsibility of the teacher. Responsible fo]'whnt he does 
and for what he does not do. 

4. Physical health of pupils. Over excitement. Ovei- study. Im- 
pure air. Wrong temperature. Want of exercise. 

II. 1. Nittural Order in Education. When begin reading. First 
lesson in numbers, in language, in geography. The use of the ])en. 
Relation of mental and written arithmetic. 

2. Manner of studying. Study to know rather than to recite. 
Study subject rather than book. Mental discipline rather than knowl- 
edge. 

3. Moral training. Example stronger than precept. Moi-al nature 
cultivated by exercise. Apjieal to moral sense. What of religion maj" 
be taught? 

4. Habits of the teacher — neatness, oi'der, punctuality, courtesy. 

Ill 1. The Teacher's QualiUcation. What the law requires— more 
than text book knowledge. How many good readers in the institute? 
Poor penmanship disrespectful. Value of mental arithmetic. 

2. Course of study for country school. Can yon use the Official 
Course? Discuss report of committee of fifteen. 

3. Study of special subjects. Practical value of drawing. How and 
why teach music? How nmnj^ teachers study drawing and music? 

IV. 1. Different Views of the Teacher's Work. The average teacher's 
view. Your view. The public's view. Views of parents in your last 
school. 

2. What is education? Is im])arting knowledge teaching? Ety- 
mology of the word . 



REVISED COURSE OF STUDY. 29 



3. THe teacher its as his ideal of human excellence. 
V. 1. Ajjinessto tench. Is it instinct or acquired ])o\ver? The 
pouring in process versus the drawing out process. 

2. Pupils should master difficulties. 

3. Uses of general exercises. 

YI. 1. The difference in Schools. How much is due to the teacher? 

2. Can a teacher get too old in the profession? Does long service 
make one less sympathetic with child life? 

3. The teacher's manner, tone, attitude, animation. 

VII. 1. The Recitation. Do pupils study for recitation? How not 
to have jioor lessons? Concert recitations. Individuality in the reci- 
tation. 

2. Incentives. Right and wrong s])irit of emulation. Evils of 
"head marks.'' 

3. The question of prizes, (lood results. Evil results. 

VIII. 1. Good School Mnjhi^enienU Maximum of liberty and 
minimum of repression. 

2. How cultivate desire to advance, to be useful, to do right. 

3. Self-government in the teacher. p]xtremes of levity and nervous- 
ness to be avoided. The evil of vacillation. 

IX. 1. Means of Securing (iood Order. I^-ankness and tii'mness 
commended. School must be kept busy. 

2. Government a mean, not the end. Evil of numerous rules. Mis- 
take of too much government. 

3. Can a school be kept too quiet? Proper and imjjroper i)unisli- 
ment. Can yon govern without fear or force? 

X. 1. hi loco parentis. Explain. Extremists on punisliment. 
Cruel ]iunishments and ridicule. 

2. Effect of home training on school discipline. Effect of divisions 
in community. 

3. Discretion of silence as to intentions. Don't threaten. 
XL 1. Corpornl Punishment. When and how administered. 

2. Expulsion and its results. What is the law on the subject? 

3. Explain a good system of credits. 

XII. 1. Finn of Work. Daily pi-ogram. How open school. Time 
< if recess. 

2. How get ready for first day. Visiting parents. 

3. (letting ready for examination. How often examine school? 
What the nature and pur-pose of examniation? 

XIII. 1. Relation of Teacher and F;:irent. Encourage parents to 
visit school. Reports of conduct and progress of pupil to parent. Out 
look work of the teiiclier. 

2. Personal habits of teachei-. Care of health. Proper exercise. 



:10 REVISED COl'IlSE OF STUDY. 



Early rising and regular meals. 

3, Self improvement of teacher. Duty to the profession. Means 
of professional improvement, institutes, assoeiatiou, School Journals. 

XIV. 1. How Teachers May Aid OiK' Another. Visitation of other 
schools. 

2. Contributing- to the press. 

3. Advantages of institutes, social and professional. 

XV. 1. Mutual Duties of Faveuts and Teachers. Parents must ji])- 
preciate the imitortanee of school. Teacliers must not set uj) false stand- 
ards. 

2. Some parents are suspicious, some dictatorial. How meet these? 

3. Both should be quick to acknowledge a fault and to forgive. 

XVI. 1. Things to Avoid. Guard against prejudice. 

2. Don't attempt to teach too much and attend sti-ictl.y to school 
duties during school hours. 

8. Don't make excuses and don't ride "hobbies."' (iive others. 

XVII. 1. Things to be Done. Convince the pupils that yoii are 
their friend. Keep school house neat and in order. 

2. Be accurate. Stud^^ to make apt illustrations. 

3. Never forget a promise. Take every o^jportuuity to jioint a 
moral. Give others. 

XVIII. Legal Status of the Teacher. 

1. License. Necessit^^ of it. How secured. 

2. Contract. When and how made. What should be in i1. 

3. Wages. When paid. How recovered wlien withheld. Wlien can 
be legallj' withheld. ; 

4. When can teacher lie dismissed? When certificate revoked? 

5. When can teacher make rules and regulations? 

6. Give law respecting corporal puuisluhient . 



ELEHENTAL PSYCHOLOGY. 



Bv .Jxo. T. Buchanan, Prix. K. C. Hkih School. 



I. Distinguish between mind and body. Show that mind affects 
body and \)o(\y influences mind. Outline the nervous system. Discuss it 
from the outline, and show the function of the nerves and importance of 
a knowledge of the nervous system in its relation to psychology. 

II. The Brain and Its Functions. Describe, locate, and give the 
function of: a. The Medulla Oblongata; b. The Pons; c. The Cerebellum; 
d. The Cerebrum. Make n side view of a human bin in and trnce the 



IlEVISED LOVRSE UF STUDY. SI 

lobes. Discuss the relative positions of the white and gray matter and 
also the function of each. Show that the wealth of brain surface, as 
made possible l)^' the development in size, nunibei- and depth of cerebral 
convolutions, is the most characteristic feature of the human brain. 
Show that the center of hearing lies in the temporal lobes, the visual cen- 
ter, in the occipital lobes. Locate the taste and smell centers. Locate 
tiie motor centers. 

III. Sensation. Define sensation. Show that all our knowledge of 
the material world comes to the juind vw the end organs of sense, the 
different nerves and the brain centers. Discuss the sensations: a. Or- 
ganic — muscukir, nervous, circulatory, nutritive, respiratory, digestive, 
and those of temperature; b. Taste — sweet, bitter, saline, etc.; c. Smell — 
fresh, close, pungent, fragrant, etc.; d. Touch — softness, hardness, etc.; 
e. Hearing — timbre, volume, intensity, ])itcli, etc.:f. Sight — color, lustre, 
extension, situation, etc. 

IV. Show that the intuitive or perceptive faculties are predominant 
in childhood. Show the value of careful training of all the senses. Show 
that clear perception is secured through isolation of sul)ject, vivid im- 
pression, rapid transition, and by arousing a many-sided interest. The 
ready helps are objects, pictures, drawing, modeling, oral description, 
music, written descri])tion. Show that the child should be taught chiefly 
through the senses. Show the value of arousing the curiosity and of 
satisfying it. 

V. Attention.— \\n deiinition. Discuss how personal interest, novel- 
ty, enthusiasm and curiosity afTect attention. Discuss the uses of forms 
and slate exercises, diagrams, and othei devices for presenting to the 
eyes the facts to be learned. Discuss the results of divided attention, 
i. e., of having too many objects before the mind or in immediate suc- 
cessicjn. Show the result upon the attention of making the illustration 
more prominent than the principle illustrated. 

Show that every sensation of which we are self-conscious depends 
ui)on attention. How does an act of attention contribute to mental 
growth: a. In the realm sof intellect; b. Of sensibility; c. Of will? Show- 
that the chief function of edtication is to direct the attention and to see 
that it sustains itself when vital facts are brought up for consideration. 
Discuss tile (|uestion, "How to secure attention." 

VI. Associni ion of Ideas. — What is meant by association of ideas'? 
Discuss its s(j-ca!led laws, that is, contrast, contiguity, resemblance, etc. 
Show that the association or connection is not between ideas, but be- 
tween tilings. Discuss the principle, "The mind tends to act again in the 
manner in which it has acted before." Show that this is a cerebral, 
rather than a psychical law. Pronounce a word to your class and have 
them write the first ten words that are suggested by it. Discuss the asr 



nil VISE}) COURSE OF STIDY. 



sociation of ideas from these lists of words made bj' your class. How 
can the priDciples of the association of ideas be applied in your teaching? 
VLI. Memory.— Define it. Discuss its steps: a. Retention; b. 
Reproduction; c. Recognition. Show the relation tliat exists be- 
tween memory and association of ideas. Show that memory is not a 
general faculty. Discuss the proposition: "There areas many memo- 
ries as there are kinds of sensation experiences." (live examples ot 
prodigious memory power. Show that there is an intimate connection 
between bodily conditions and the phenomena of memory. Discuss 
memory of the aged, and why memory seldom goes back beyond the 
third year of childhood. Discuss whether absolute forgetfulni'ss is ]jus- 
sible. Discuss the several forms of amnesia. 

VIII. Memory Continued. — Discuss methods of securing retentif)n: 
a. Distinct conceptions: b. Value of comparisons: c. Discovery 
of logical relations: d. Frpqueut repetitions: e. Writing: f. 
Artificial helps; g. Correct methods of study; h. Figures of sjjeech 
and the laws governing their use; i. Arcnising the feelings aud thus 
creating an intense interest. Discuss the effect on memoi-y of rejjroduc- 
ing in recitation or written review the lesson learned. Distinguish 
between ''cramming" and intelligent memorizing. 

IX. Imagination. Define it. Distinguish between it and nienioi-y 
Distinguish between reproductive and constructive inmginatiou Discns:-; 
in order the four types of reproductive imagination: a. The tactile 
type; b. The visual type; c. The auditory type; d. The motor 
tj'pe. Discuss the three forms of creative imagination: a. The intel- 
lectual; b. The practical; c. The artistic or poetic. Discuss the im- 
portance of the right use of the inmginatiou. Discuss methods of devel- 
oping it. What studies are best adapted to fostering it? 

X. The Understanding. Define conception and concept. Discuss 
the steps that make up conception, i e: a. Presentation; b. Compari- 
son; c. Abstraction; d. Generalization: e. Denomination. De- 
fine judgment. Make a classification of the judgments. Give methods 
of cultivating the judgments. Show how concepts or uuiversals are 
formed. Define reasoning. Distinguish between inductive and deduc- 
tive reasoning. Discuss the syllogism. Make syllogisms. What art- 
fallacies? Name the common fallacies used in argument. What studies 
best exercise the pupil's reasoning power-? Show that language is the 
instrument of reasoning, and that fallacies are often due to the use of 
ambiguous words. Distinguish between concept and percept, fdso l)r- 
tween synthesis and analysis. 

XI. Review the first ten lessons. 

Xtl. Sensibilities. Define sensibility. Distinguish bctweeii seusa- 
tions and sentiments. Tn sensation, distinguish between simi)lc sen- 



REVISED COURSE OF STUDY. SS 

tieuce and appetite. Discuss the natural appetites: a. Hunger; b. 
Thirst; c. Suffocation; d. Weariness; e. Restlessness. Distinguish 
between emotion, desire and affection. Show that ideal presence is a 
condition of emotion. Discuss: a. Egoistic emotion; b. Aesthetic 
emotion: c. Ethical emotion: d. Religious emotion. Discuss the in- 
fluence of the emotional mood of the teacher on learnei-, also the influ- 
ence of the environment. Discuss personal and social desires. Discuss 
the inspiration and influence of the affections. What motives incite to 
study? What to good, and what to bad behavioi-? Show how the sen- 
sibilities are aifected by temperament, by home in^luencps, by books 
read, and by treatment in school. 

XIII. Will. Distinguish between voluntary and involuntary ac- 
tions. Define instinct. Show that no natural instinct j-equires to be de- 
stroyed. Discuss liypnotism and somnambulism. Show that in the eaj-ly 
stages of education the first duty of a teacher is that of a drill-master. 
Define solicitation. Discuss motors and motives, and show that a mo- 
tive can exist only in conscious intelligence, and that it derives its value 
from its relation to feeling. Analyze a voluntary act, bringing out 
cK'arly the relation of motive, choice and volition. Discuss the proposi- 
tion that a strong will is essential to any high attainment. How may 
the will of a child be directed and properly strengthened? 

XIV. Will, (-ontinued. Why is it that what is neai' in time and 
place influences us more tlian what is remote? Show the influence of the 
will in selecting subjects for thought, in holding and directing tlie atten- 
tion, in restraining the einotions, and in cherishing or repressing moral 
convictions. Define habit. Discuss the laws of habit: a. Habit di- 
minishes feeling and increases activity; b. Habit tends to become per- 
manent and to exclude the formation of other habits. Show that cor- 
rect habits are a tower of strength. Show that bad habits are a power 
for evil, and should be broken as soon as their effects are known. Dis- 
cuss the importance of forming correct habits, both j)hysicalaud mental. 
How shall the teacher aid the student in forming coiirct habits? How, 
in (A'erconung wron.g ones? 

XV. Mond Couvictiou. Fix clearly the ()ii<,in and nature of con- 
scii nee. Sliow how general notions of right art built i:p. Show the dif- 
fei-cnce between an intellig-ent moral conviction and prejudice. Discuss 
the pioposition: "Clearness and strengtli of moral convictions deijend 
upon mental peculiarities and education." Discuss methods of teaching 
correct morals— ti-iith. honesty, res])ect foi- jiarents, regai-d for lawful 
authority, etc. 

XVI. Sdf-Coiitrol. Show that it is a result of self-knowledge. Show 
tluit it is essential to proper self-respect. Show that it is essential to the ' 
pro])('r direction of otliers. Show tluit it is espe(>ially essential in the 



^f UE VISED COURSE OF STUDY. 



teacher m regard to: a. Personal habits and deportment, b Temper 
utterance, expression of countenance, etc. Discuss tlie following aids to 
self-control in the school room: a. Knowledge of what is to be taught 
and how to present each point: b. Personal interest in the school as a 
whole and in each pupil; c. Clear moral convictions on all qnestions of 
right between teacher and pupil. Discuss the proposition: "Self-knowl- 
edge IS the essence of all knowlclge, and he that ruleth his spirit is better 
than he that taketh a city.'- Discuss methods for promoting self-control 
in pupils. 

XVII. Edurutioij. Define it. Freedom in the use of all the faculties 
the end to be attained. Discuss the various educational forces which af- 
iect the problem: a. The teacher's specific sphere: b. The material at 
his command: r. The limit of the child's capacity: d. The work which 
the child must do for himself. The method of the teacher must l,e adapt- 
ed to the stage of the child: in the perceptive stage, illustration; in the 
imaginative, combination and elaboration; in the reasoning, demonstra- 
tion. Discuss and interpret the following so-called laws: Education 
must proceed: a. From the known to the unknown; b. From the simple 
to the complex; c. From the part to the whole; d. From the idea to 
the symbol; e. From the concrete to the abstract; f. From the effect 
to the cause: g. From individuals to generals; h. From facts to 
principles; i. From imitation to origination; j. From acceptance of 
authority to independent reasoning. 

XVIII. Build up a general outline of the mental faculties from the 
work already accomplished and fix clearly the definitions of the terms 
used. Compare the classifications by various nuthors, and discuss the 
value of psychology to the teacher. 



ARITHMETIC. 



By Prix. G. B. Lo.mjan-, Kansas Citv. 
PKIM.VRY AVORK. 

LRSSOX I. 

It Will be necessary for the instructor to provide himself with suita- 
ble materials tor teaching the work outlined under this hea.l All the 
measures used in linear, dry and liquid measurement, a^•oirdupois scales 
..qiiare mch tablets, and cubic inch blocks are indispensable. r.,rn, beans 
«alt, water, and other convenient and cheap materials will greatlv f^icili' 



REVISED COURSE OF STLDY. 35 

tate the work. It is believed that it is ueither necessary nor desirable to 
exhaust nature in finding objects with which to teach number, nor yet is 
it any more reasonable to resort to mere devices and arbitrary symbols 
for the purpose of teaching number, when there are real things, of which 
children ought to have accurate knowledge, that will serve the same 
end. This affords the opportunity of teaching in a natural way all that 
is most important in fractions and denominate numbers. Henceitis urged 
that linear, litpiid and dry measure, avoicdupois weights, square and 
solid measure, be made the basis of instruction in primary number work, 
rt'aching into the third school year. The first three of these are enough for 
the first year. Thf'.y should be continued in the second year, and the 
last three introduced in the order in which they are mentioned. Tliis 
plan should be continued until No. 100 is reached. 

More objective work is necessary in the first year than in the second; 
and more in the second, than in the third. Objective teaching should 
give way to the merely concret::-; and the concrete, in a degree, to the ab- 
stract as rapidly as is consistent with thorough work. It is believed 
that the formal study of tables and the mere committing of results to 
memory are not based on sound pedagogical principles. 

LESSON n. 

The following actual lessoTi on the numiter (S taken in short hand as 
recited by the children is intended to be suggestive in the treatment of 
number, and should be discussed from the pedagogical standpoint by 
the institute. Conditions will vary, and niiicli will depend on the ability 
of the teacher. 

Teacher: Place eight one foot rulers on the tablf^. Pupil does so. 

T: Clas-^, count them. I'upil: One, two, thi-ee, four, five, six, seven, 
eight. 

T: Form squares with the rulers. Pupil dons so. 

T: How many squares did you make with eight ruU-rs? I*: I made 
two squar<-s. 

T: How many does it tak<' to make ouf square? P: It takes four 
rulers to make one square. 

T: Four rulers and four rulers infike how many rulers? I': Four 
I'ulcrs and four rulers are eight riders. 

T: Two times four rulers are how many rulers? P: Two times 
four rulers ai-e eight rulers. 

T: What two numbers added together make eight? P: Four ami 
four make eight. 

T: Form triangles with rulers. Pupil does so. P: I made two 
triangles with eight rulers, and had two rulei-s left. 

T: How many rulers did you use in mnking ou(^ triangle? P: 1 
used three rulers in making one triangle. 



36 REVISED COURSE OF STUDY. 



T: What three numbers added togetliPi- make eight? P: Three and 
three and two make eight. 

T: In eight how many threes? P: In eight thei-e are tw(j and two- 
tliirds threes. 

T: You may form crosses with tlie rulers. Pupil does so. P: With 
eight rulers I have made four crosses. 

T: How many rulers did you use in making one cross? P: 1 used 
two rulers in making one cross. 

T: Two rulers and two rulers and two rulers cXvuX two rulers are how 
many rulers? P; Two rulers and two rulers and two nders and two 
rulers are eight rulers. 

T.- Four times two i-ulers are how many rulers? P: Foui- times 
two rulers are eight rulers. 

T: In eight there are how many twos? 1': In eigiit there are iour 
twos. 

T: You ma.y plac ' the rulers so as to form a straight line on the 
table. Pupil does so. 

T: How long is that line? P: That line is eight feet long. 

T: You may separate this Hue into two equal parts. l'ii[)il do(^s so. 

T: How long is each part? Each part is four feet long. 

T: What is one half of eight left? P: One-half of eight feet is four 
leet. 

T: You may divide the line into four eijual parts. Pupil does so. 

T: How long is each part? P. Each ])ait is two feet long. 

T: What is one-fourfcli of eight feet? P: (;)ne-fourth of eight feet is 
two feet. 

T: Come to the table and show thrci'-tourths of eight feet. Pupil 
does so. 

T: T]ir(>e-fourths of eight feet ai-e how many feet? P; Three-fourths 
of eight feet are six feet. 

T: You may come and divide the line in eight equal i)wrts. Pupil 
does so. P: 1 have divided the Hue into eight equal parts. 

T: How long is each part? P: Ea(;h part is one foot long. 

T: What is one-eighth of eight feet? P. One-eighth of <'ight feet is 
oi-e foot. 

Teacher jjlaces the rulers in a straight line. 

T: You may separate the line to show how many yards in eight 
feet. Pupil does so. P: In eight feet there are two and two-thirds 
yards. 

T: In seven feet there are how many yards? T: In sc\-cn f^'t theit; 
iire two and one-thii'd yards. 

T: In si.x; feet there are jiow many yards? P: in six fret tiiere are 
two yards. 



REVISED COURSE OF STVLY. 37 



T: lu fivp feet there are how many yards? P: In five feet there are 
one and two-thirds yards. 

T. In four feet there are how many yards? P: In four feet there 
are one and one-third yards. 

T; In three feet there are liow manj^ yards? P: In three feet there 
is one yard. 

T: In two feet there are how many yards? P: In two feet there are 
two-thirds of a yard. 

T: In one foot there are how many yards? P: In one foot there 
is one- third of a yard. 

T: In two and two-thii-ds yards there are how many feet? P: In 
two and two- thirds yards there are eight feet. 

T: In one and two- thirds yards there are how many feet? P: In one 
and two thirds yards there are five feet. 

T: In two yards there are how many feet? P: In two yards there 
are six feet. 

T: In one and one-third yards there are how many feet? P: In one 
and one third yards there are four feet. 

T: In two-thirds of a yard there are how many feet? P: In two- 
thirds of a yard there are two feet. 

T: In one-third of a yard there are how many feet? P: In one- 
third of a yard there is one foot. 

LESSON III. 

Teach analytically and s.ynthetically, using the p-allon as a unit and 
the half-gallon as a fractional part, show how many halves in one. 
Teach in like manner how many thirds in (jne, using the yard as a unit 
and the foot as a fractional part. 

Teach how nianj' fourths in one, using the gallon as the unit and the 
quart as a fractional part. 

Teach how manj' eighths make one, using the gallon as the unit and 
the pint as the fractional part. 

If necessary to do so, any convenient object may be used to illustrate 
the fact that five-fifths or six-sixths make one. But most children will 
perceive this from the instruction above. 

The week as a unit and the day as a fraction may be used to teach 
sevenths; the dime, to teach tenths; the foot, to teach twelfths. 

This is further than children should be advanced during the first year. 
The denominator in fraction work should always be considerably 
less than the integer that marks the limit of the pupil's advancement. 

LESSON IV. 

T: You may place eight measures, all of the same size, on the table. 
Pupil places eight pint measures on the table. 

T: Fill them with watei- Pupils fill them with water. P: I have 



H8 REVISED COVllSE Ul STUDY 



eight pints of water on the table. 

T: Find the measure that yon think will hold eight pints ol' water 
1': I think this measure will hold eight pints of water. 

T: You may see whether yon oan put eight pints of water into the 
measure. Pupil does so. F: I can put just eight pints of water into 
this measure. 

T.- How many pints of water will till a gallon measure? T: Eight 
pints of water will fill a gallon measure. 

T: You may find one eighth of that gallon of water. I'upil fills one 
pint measure with water from the gallon measure. V: This is om- pint 
and it is one-eighth of a gallon of water. 

T: How do you know it is one-eighth of one gallon of water? 1*: 
Because there are eight pints of water in a gallon. 

T: Find two-eighths of a gallon of water. Pupil tills anothei- pint 
measure. P: Two pints of water are two-eighths of a gallon of water. 

T: Y"on may find three-eighths of a gallon of water. Pupil tills an- 
other pint measure. Three pints are three-eighths of a gallon of water 

T: You may fiiul four-eighths of a gallon of water. Pupil fills an- 
other pint measure. P: Four pints are four-eighths of a gallon of 
water. 

T: You may find five-eighths of a gallon of water. Pupil fills another 
pint measure. P: Five pints are five-eighths of a gallon of water. 

T: You may find six-eighths of a gallon of water. Pupil fills 
another pint measure. P: Six pints are six-eighths of a gallon of 
water. 

T. Y'ou umy find seven-eighths of a gallon of water. Pupil fills 
another pint measure. P: Seven i)ints are seven-eighths of a gallon of 
water. 

T: Find eight-eighths of a gallon of water. Pupil fills the last pint 
measure with water. P: Eight pints are eight-eighths of a gallon of 
water. 

T: Separate the measures of water to show the two halves of a 
gallon of water. Pupil does so, placing four pints in each group. 

T: Tell me again how much of a gallon of water a pint of water is. 
J*: A pint of water is one-eighth of a gallon of water. 

T: How many one-eighths of a gallon then, in one-half a gallon of 
water? P: There are four one-eighths of a gallon of water in onc-h.iH a 
gallon of water. 

T: Separate the measures of water to show the four-fo)]rths of a 
gallon of water. Pupil does so, placing two pints in each group. 

T: How many fourths of a gallon of water in one-half a gallon 
of water? P: There are two one-fourths of a galldu of water in one- 
half of a gallon of water. 



REVISED CGVESE OF STUDY. -W 



T: How many oue-eightbs in one-half a gallon of water? 1': There 
are four one-eighths in one half a gallon of water. 

T: Show four-eighths of a gallon of water. Pupil counts out: one, 
two, three, four pints of water. 

T: Show three-fourths of a gallon of water. Pupil shows two pint 
measures, — .one fourth; four pint measures, — two fourths; six pint meas- 
ures, — three fourths of a gallon of water. 

T: Show how many one-fourths in three-fourths of a gallon of 
water. P; In three-fourths of a gallon of water there are three one 
fourths of a gallon. 

T: How many one-eighths in thiee-fourths of a gallon of water. ]*: 
(points to sis measures.) There are six one-eighths in three-fourths of a 
gallon of water. 

T: In eight pints th.?]-e are how many gallons? P: In eight pints 
there is one gallon. 

T: In se\en pints there are how many gallons? P: In seven pints 
there are seven-eighths of a gallon of water. 

T: In six pints there are how many gallons? P: In six pints th<'re 
are six-eighths of a gallon of water. 

T: In five pints there are how many gallons? P: In five i)ints there 
are live-eighths of a gallon of water. 

T: In four pints there are how many gallons? P: In four pints 
there are four-eighths of a gallon of water. 

T: In three pints there are how many gallons of water? P: In 
three pints there are three-eighths of a gallon of water. 

T: In two pints there are how many gallons of water? 1': In two 
pints there are two-eighths of a gallon of water. 

T: In one pint there are how many gallons of water? P: In one 
pint there is one-eighth of a gallon of water. 

T: One-fourth of a gallon and one-eighth of a gallon are what part 
of a gallon? P: One-fourth of a gallon and one-eighth of a gallon are 
three-eighths of a gallon. 

T: Threi^-eighths of a gallon and one-eighth of a gallon are 
what part of a gallon? P: Three-eighths of a gallon and one-eighth 
of a gallon are one-half of a gallon. 

T: One-half of a gallon and one-eighth of a gallon are what part ol 
a gallon? P: One-haifof a gallon and one eighth of a gallon are five- 
eighths of a gallon. 

T: One-half of a gallon and one-fourth of a gallon are what pai't 
of a gallon? P: One-half of a gallon and one-fourth of a gallon are 
six-eighths of a gallon, or three-fourths of a gallon. 

T: Five-eighths of a gallon and one-fourth of a gallon are what part 
of a gallon? P; Five-eighths of a gallon and one-fourth of a gallon are 



40 REVISED COURSE OF STUDY. 



seveu-eiglaths of a gallon. 

T; Three-fourths of a gallon and one-eighth of a gallon are what 
part of a gallon? P; Thi-ee fourths of a gallon and one-eighth of a gal- 
lon are seven-eighths of a gallon. 

T: Seven-eighths of a gallon and one-eighth of a gallon are 
what part of a gallon? P: Seven-eighths of a gallon and one-eighth of 
a gallon are one gallon. 

T: In eight-eighths af a gallon there are how many gallons? P: In 
eight-eighths of a gallon there is one gallon. 

T: In eight-eighths of a gallon of water, there are how many one- 
fourths? P: In eight-eighths of a gallon of water there are four one- 
fourths of a gallon. 

T: In six-eighths of a gallon of water there are how many one- 
fourths of a gallon of water? P: In six-eighths of a gallon of water 
there are three one-fourths of a gallon of water. 

T: In one-half gallon of water there are how many one-fourths of a 
gallon? P: In one-half gallon of water there are two one-fourths. 

T: In one-half gallon of water there are how many one eighths of a 
gallon? P: In one-half gallon of ^vater there are four one-eighths of a 
gallon of water. 

T: One-eighth of a gallon of water taken from one-half of a gallon 
of water leaves what? P: One-eighth of a gallon of water taken from 
one-half of a gallon of wi' ter leaves three eighths of a gallon of water. 

T: One fourth of a gallon of water taken from one-half of a gallon 
of water leaves what? P: One fourth of a gallon of water taken from 
one-half of a gallon of water leaves one-fourth of a gallon of water. 

T: One-eighth of a gallon of water taken from one-fourth of a gal- 
lon of water leaves what? P: One eighth of a gallon of water taken 
from one-fourth of a gallon of water leaves one-eighth of a gallon of 
water. 

T. One-fourth of a gallon of water taken from five-eighths of a 
gallon of water leaves what? P: One fourth of a gallon of water 
taken from five-eighths of a gallon of water leaves three-eighths of a. 
gallon of water. 

T: One-fourth of a gallon of water taken from seven-eighths of a 
gallon of water leaves what? P: One-fourth of a gallon of water taken 
from seven-eighths of a gallon of Abater loaves tive-^ighths of a gallon of 
water. 

LESSON v. 

T: What unit will you use to show what two-thirds and one-sixth 
are? P. I will use the foot. 

T: State the problem. P: Two-thirds of a foot and one-sixth of a 
foot equal what? 



REVISED COURSE OF STUDY. 41 



T: Explain. P: Two-tliirds of a foot are eight iiu-hos; one-sixth of 
a foot is two inches. One inch is one-twelfth of a foot; eight inches are 
eight-twelfths ot a foot; two inches are two-twelfths of a foot. Eight 
twelfths of a foot and two-twelfths of a foot are ten-twelfths of a foot, or 
five-sixths of a. foot. 

The instructor should study this explanation very carefully; and, 
using different units for objective illustration,— as the dime, the pound, 
the gallon, the yard and the square yard, — teach all the fundamerital 
processes, adapting the fraction to the unit. 



In teaching the number 32, linear measure, square measure, cubic 
measure and avoirduj>ois weights may be used for objective illustration. 

Using linear measure, objects may be measured and lines drawn, al- 
ways beginning with the shorter length, in ordei- to build upon what the 
children already know. 

The rectangle furnishes an excellent basis for teaching gToui)ing and 
parts of the number. Measuring different rectangular shapes, drawing 
rectangles containing 32 square inches, and then decreasing the number 
of s(iuare inches by erasing these, — will be found useful in teaching both 
grouping and combination. 

Cubic measure may be utilized b.y building hoTu 32 bhx'ks, each one a 
cubic inch, solids of all possible dimensions. 

(Quantities may be weighed, two pounds being tlie limit, gradually 
approached, in order to show the relation between tin- uunilwr 32 and 
the numbers before studied. 

LKSSOX VI. 

The w-ork of th<' third year, at least for ajnirt of it, sliould lie aioug 
the line already outlined for the fii-st and second years. 

The subject of percentage nmy now be introduced. Some such be- 
ginning as this will be found effective: 

Childi'en, you have learned that in a bushel tliere are two halves of a 
bushel, that a gallon has four-fourths in it, tliat a foot is three-thirds of 
itself. Now^ I want to tell you something you have not heard of be- 
fore. It is this. A bushel' is one hundred per cent of itself. A gtillon has 
one hundred per cent of a gallon in it. It takes one hundred per cent of 
a foot to make a foot. What per cent of a yard makes a yard? A pound 
is what per cent of itself? If it takes a> hundred per cent of a bushel to 
make a bushel a half bushel is what per cent of a bushel? A half gal- 
lon is what per cent of a gallon? Six inches are what per cent of a foot? 
Eight ounces are what per cent of a pound? What is fifty per cent of a 
(luart? What is fifty per cent of a yard? Fifty per cent of a square 
yard? What per cent is a quart of a gallon? What per cent is a pint of 
a quart? What per cent is a foot of a yard? What per cent are four 



42 REVISED COURSE OF STUDY. 



inches of a foot? What is tweuty-flve per cent of a foot? What is 
twelve and a half per cent of a gallon? W^hat is twenty-five percent of 
a dime? 

Discuss the advantages of teaching percentage in the third year? 

LESSON VII. 

INTERMEDIATE WORK. 

What is a prime number? 

When are nurabsrs relatively prime? 

What may such numljers be? 

What are factors? 

When the i-esult of two factors and one of them are known, how find 
the other? Illustrate. 

Show how this principle is used in proportion, in square root. 

When the i-esult of three factors and two of them are known, hcjw 
find the other? Illustrate. 

Show how this principle is involved in cube r(jot. 

Wliat is a multiple? .V common multiple? A least common multi- 
ple? 

What is a divisor? A common divisor? A greatest common di- 
visor? 

Review and illustrate the principles of h'actions. 

LKSSO.V viii. 

Show the points of similarity and the jtoints of ditfereuct- in the fol- 
lowing: .^1327568; -f. 13275(jH. 

Develop the principles and rules h)r pointing decinuils in addition, 
subtraction, multiplication and division. 

LlilSSOX IX. 

ADVANCED WORK. 

1. Pupils should solve problems, not by rule, but by })rinciple. 

2. The verbal explanation or analysis of a problem should conform 
to the solution. 

3. The method of solving should be that which finds the clearest, 
strongest and most accurate expression of the arithmetical facts. 

4. A rule should be foi-mulated after a subject has been taught, 
simply as a summing up in the clearest and briefest wnj what has been 
learned. 

5. Note 4 applies also to the definition. 

G. In accordance with the suggestions above, let the instructor di- 
rect his class so that the following ruins will be deduced: 

To find the i)ercentage— Multiply one percent of the base by the rate. 



REVISED COURSE OF STUDY. 43 



To find the rate — Divide the percentage by one per cent of the base. 
To find tiie base — Divide tlin percentage by the mte, and multiply 
the quotient by 100. 



1. A merchant having .f l(5oO ,sj)ent thirteen and a third % of it for 
coffee at f.lG a pound, flow many pounds did he buy? 

2. Having $720 in bank, I drew out f-iG.S. What % remained in 
bank? 

'J. F>. lost .fT). which was fourttvn iind two-sevenths % of his money. 
How much had he left? 

4. Prove the 3rd. 

5. A farmer owning 1 80 acres of land sold a part of it for f .*]000 at 
i)|!62.50 an acre. What per cent of the land did he sell? 

LESSON X. 

Such expressions as "the cost is 100%" should not be permitted. 
Tht'3' are meaningless. A single word added to the expression above 
will make it definite and intelligible. This is a common mistake. 

1 . Sold a horse for 1^120, then^by realizing a, profit of seventeen and 
a half percent. Find the cost. 

2. Owning seventeen and a half % of a steamboat, I sold 56% of 
my share for |6()64. Find the value of the boat, the percent left and 
what it was worth. 

3. If I pay three and an eighth cents a pound foi- sugitr, and gain 
two-fifths %, what is my profit on one [lound? 

4. Sold two houses for f 2250 each, gaining 12% on one and losing 
12 %i on tlie other. What did I gain or lose by the transaction? 

5. A box of apples containg 200 and costing |i3 were retailed at 
four for a dime. What was the gain percent? 

LKSSO.N XI. 

An agent's commission is computed on the amount of business 
transacted. The amount of business transacted if the agent buys is 
what he /j.vj'.s' for the property; and if he se/fe is what he receives for it. 
These points should be thoroughly impressed. 

1. An auctioneer sold goods on a commission of four and a half 
%, and sent the owner .^5 118.80. What was his commission? 

2. An agent sold a house for .f2450 at one and one-half % 
commission? What sum did he send the owner? 

3. An agent's commission for selling 9240 dollars worth of cotton 
was .f 231 . What was the rate of the commission? 

4. My agent sold a lot of tobacco on a commission of two and a 
half per cent. He invested the net proceeds in wheat at f 1.30 cents a 
bushel, after keeping his commission of 2% for buying. If his whole 
c Mumission was fitO, how many bushels did he buy? 



44 RE ! ISEJ) COURSE OF S TUD Y. 

5. A principal receives from bis agent |!l,560, net proceeds of a sale 
in which the agent's commission was f40. Find the rate of the commis- 
sion. 

LESSON XII. 

A stockbroker's commission is an exception to the rule that the 
agent's commission is computed on vihaithe receives or pa ysiov property'. 
It is a per cent of the par value of the stock or bonds bought or sold. 

1. Bought 92 shares K. C. R. R. stock at two and three-fourths % 
discount, and sold it at three and live-eighths % premium. Find my 
gain. 

2. Bought stock at one and five-eighths % discount, and sold it at 
two and three-fourths % premium, gaining f 437.50. What was the face 
value? 

•'}. How many shares of stock bought at 102 and seven-eighths and 
sold at 98 and three-fourths, brokerage one-half % on each transaction, 
will cause a loss of |820? 

4. If I invest 17503. 7o in United States Fives at 103, brokerage 
07ie-half %, what income will I receive? 

5. Which is better, and by what percent, to buy 9 % stock at 125 
or .six % stock at 75? 

H. At what discount slioald seven % bonds be bought, to make 
eight % on the investment? 

LESSON XIll. 

In interest the following rule is recommended, not to work by, but to 
work to. Find the interest foj- one month, multiply this interest l)y the 
time expressed in months, and tenths of a month. 

Practice will enable one to make such modifications of the rule as 
a)-e desirable to secure brevity 

1. What is the interest of 1724.78 for 2 years, 5 months, 19 liays 
at (>%? 

2. What is the rate of intei'est, if |().40 gains .f 0.5(5 from .Vugiist 
1 2 to October 18? 

3. I deposited •154-0 in the bank, receiving 4% simple interest, 
until it amounted to 1700. How long did it remain? 

4. A man owns stock in a manufactory, which pays annually 9%. 
He receives (juarterly f 324. What sum has he invested? 

5. What is the ex/iff interest of a |1 000 bond from November 1, 
1881, to March 1, 1883, at 4 and %%1 

LESSON XIV. 

1 . What is the compound interest of .1n300 for four years, eiglit 
mouths and twelve days, at 8%? (Interestcomjtoundiugsemi-anuually.) 

2. Write in due form a compound interest note. 

3. Writ(> in due form an annual interest note. 



REVISED COURSE OF STUDY. 45 



4. What are interest intervals? 

5. Wlmt was due July 1, 1881, on a note dated July 1, 1878, lor 
•fl 000, with 6% annual interest, and on which was paid December 1, 

187i), l-tOO. 

LEi^SOX XV. 

1 . Piud 154 for insuring a dwelling worth ^.SToO, at one and 4-.")%? 
What part of the value was insured? 

2. A factory is worth $3200 and the machiney,f 3760. The factory 
is insured for four-fifths of its value, at 1%%. The policy cost fl.25. 
^^'llat was the entire bill? 

3. A district tax is |87()1. 50. B.'s property is assessed at .fl5()0, 
,iii(i he pays .f42.12 tax. What is the valuation? 

4. A certain city requires for next year .f 73696 to meet the expense 
of its public schools. Allowing 2% for collecting and 6% to the un- 
(•()li(>('table, find the amount that must be assessed for school purposes. 

."). Sold a piece of property at loss of 15%. Had it cost me 1(500 
less, 1 sliould have gained 15%. How mu(th did 1 pay for the i)roperty? 

LESSON" XVI. 

A bank always discounts the sum due at maturity. This is either 
tjie face or the amount of the note, as it is not or is an interest-bearing 
note. The term of discount consists of the exact number of days be- 
tween the date of discount and the date of maturity. From whom does 
the bank receive its pay, and when? Of whom does the bank buy the 
note? What is trade discount? Commercial or business discount? True 
discount? 

1. A note of |620, dated August 14, 1893, and payable in 90 days, 
was discounted at a bank September 14, 1893, at 7%. When does this 
note mature? What does the bank pay for it? What would the bank 
have paid for it, if it had been paj'able with interest at 6%. 

2. For what sum must a note dated March 9, on four months, be 
drawn so that if discounted at 5%, May 9— it shah yield |1 090.90? If 
the note were drawing interest at 6%, what would be the face of the note, 
if the proceeds are the same? 

3. Mr. Brown bought a bill of goods amounting to f500, on two 
montlis' credit. Being offered 5% off for cash, he borrowed the money at 
a bank which discounted his note at 6%. How much did he save? 

4. I sell property for f 10,000 cash or for f 5,000 due in six months 
and f6,000 due in one year. Which should 1 prefer, money lieing worth 
to me 6%? 

5. What is the difference lietween a 20% discount: and ;i discount 
of lO'?^, 5% and 5%? 

LESSON XVII. 

1 . Discuss tlie principles of ratio. 



46 REVISED COURSE OF STUDY 

2. Discuss the formation of proportions — siinple and oompoiuiri. 

3. Discuss the jirinciples of proportion. 

4. If a locomotive can run Q6% miles with 4-7% bushels of coal, how 
far could it run with ()<S and 2-5 bushels? 

5. If the wages of 48 men for 15 days of 9 hours be fl29fi, what 
would be the wages of twenty-five men for 13 days of eight hours each? 

LESSON XVIII. 

1. Show the best method for the extraction of square and cube 
root. 

2. Discuss the relation of the square of the hypotenuse of a I'ight- 
angled tiiangle tO' the squares of the other two sides. 

3. What are the dimensions of a rectangle whose length is four 
times its width, if its diagonal is 25 feet? 

4. A rectangular solid is square at the ends, and its length is three 
times its width. If the entire area of the surface is 31 and 5-1 square 
feet, what are its solid contents and its dimensions? 

5. Discuss the relation of a solid to a similai- one. 

XIX. 

1. Show the relation of the circumference of a circle to its diameter. 

2. What is the relation of the area of a circle to a square Avhose side 
is the diameter of the circle? 

3 Show the relation of a e3dinder to a rectangular solid, diameter 
and "widitb the same,, and length the same. 

4. Show the relation of a cone or pyramid to a cylinder just large 
enough to cut down to the eone-shape. 

5. Show the relation of a sphere to a cube whose diamete]' nud 
edge are equal. 

6. Show what similar surfaces and similar solids are. 

T. What is the shortest way of finding the relation of similar sur- 
fa(^e&? Of similar solids? 



PENMANSHIP. 



By St.vte Supt. .John II. Kikk. 



1.. Writing on Shites.. 

The preceding page reperesents three ways of luling slates. In the 
first sample there are four spaces between tw"o successive base lines. 
This is now the most common method of slate ruling. In the second 
sample there are five spaces between two successive base lines, the first 
ruled, line below each base line being omitted. 



REVISED COURSE OF STUDY. 47 



The third is for vertical writing in which the letters are separated 
into practically two classes: the one space letters, and the two space 
letters. 

All base lines extend entirely across the slate. On each side of the 
slate a line is drawn from top to bottom nearly one-half inch from the 
wooden frame of the slate. 

Slates should be ruled on one side for all children below the fourth 
reader class, possibly for that class also. The ruling of slates should 
be attended to during the first week of the school year. There is no 
excuse for losing time by working on unruled slates. 

The tea(^her rules the slates. The instruments recommended for 
slate ruling are a good ruler and a horseshoe nail. The teacher does not 
wait to notify the parents about the slate ruling. The slates are simply 
gathered and ruled at noon or night. 

But no teacher without some previous practice should unudertnke 
the slate ruling in the presence of children. 

It is recommended that the time of at least two recitation periods 
in the institute be occupid in ruling slates — spoiling them, perhaps. 

Let a penny contribution be made by the institute and five or six 
good slates purchased on which members of the institute practice in the 
presence of the institute. 

The instructor should first represent a slate on the blackboard and 
rule it carefully and accurately in the presence of the class, then rule an 
actual slate in full view of the class. 

Every member of the institute not possessed of some skill should 
do some slate ruling in the presence of the institute. 

"We learn to do by doing." 

The Size of Shites. 

Seven inches by eleven inside the wooden frame is a convenient size 
No child should be hampered by having to use a smaller size. 

How to Hold the Shite PeucU: 

Place the u])per end of the pencil between the last two fingers. Let 
the thumb and fore-finger meet above the pencil near its point, and pro- 
d uce the pressure, while the ends of the second and third fingers support 
it farther back. This reduces the difficulty to a simple matter of lever- 
age instead of pinching, as the fingers and thumb act in about the 
same way as when the pencil is held pen fashion. The thumb should not 
be bent inward. The pencil should be kept from between the ends of the 
thumb and fore-finger. Do not squeeze the pencil between the last two 
fingers nor press it against the little finger. Do not stiffen the little 
finger. 

Remember: The pinching habit produced by holding the pencil pen- 
fashion is almost impossible to counteract when the children begin writ- 
ing with a pen. 



48 REVISED COURSE OF STUDY 

It is recommended that the teachers spend at least one recitation 
period discussing, and experimenting upon, how to use the pencil. 

One recitation is not too much for the consideration of bodily posi- 
tions at the desks and blackboard copies by the teacher, and the matter 
of the direction from which light is admitted. Whose eyes should suffer 
in facing the sunlight, those of pupils or teacher? May both b(^ pro- 
tected? 

As to position, consider feet, body, chest, arms, hands, thumbs, 
wrists, slates, copybooks, paper. 

Position from the outset is of vital importance. Whether for wiit- 
ing on slates or on paper the following directions should be considered 
and re-considered and enforced until the sight of a pn])il violating one of 
them is painful to the teacher. 

Directions: Face desk. Feet flat upon the flooi'. iSit clear back in 
the seat. Spinal column straight. Body erect; or, possibly, leaning 
slightly forward with a little weight on the left hand and fore-arm. Both 
fore-arms full length upon the desk and nearly at right-angles to each 
other. Note: Side positions in school seats are (luestionable. 

One period should be devoted to moA^ement in writing. With this the 
institute instructor is supposed to be familiar. 

One or two periods shoidd be devoted to pens, i)en-hoiders and 
pen-holding. 

Let the following directions be discussed and ever^- teacher l)e re- 
(piired to show that he or she can illustrate them an<l easily detect \io- 
lations of each of them. 

Directions for pen-hohling: 

1. The end of the thumb presses against the pen-holder just oppo- 
site the flrst joint of the first finger. 

2. The pen-holder crosses the first finger between the second and 
third joints. 

3 The pen-holder" crosses the root of the nail of the second flngei-. 

-t. The second and third fingers are separated at or near the second 
joint. 

5. The tips of the nails of the third and fourth fingers rest upon the 
paper and support the hand. 

One period should be devoted to form and slant of letters and the 
best manner of using our adopted copy books. 

One period may well be spent in considering the analysis of letters. 
A very satisfactory plan used by many instructors is to select members 
of the institute class a day or two in advance and have them prepare 
five minute essays on the different phases of the subject under considera- 
tion. 

iVoff'.— Every membei- of tlie institute class ought to show in the 



REMSEI) cor USE OF STLJ'T 



41) 



presence of the class that he or she has a plan of analyzing the letters. 
The teacher who cannot make a showing- in the institute can not be 
trusted in a school; and teachers unwilling to make a showing in the 
presence of other teachers are likely to display' about the same degree of 
professional fire and enthusiasm in the school room. 

One period should be devoted to drawing. This should include 
among other things theoff-han.d skeleton work by which the tfacherma.y 
so often without loss of time illustrate points during recitations. 

One lessonshonld bf^ devoted to TlicMfntnlnndpliysicnl y,vir,siiu-olvpd 
in lairningto write: 

\. Controlled motion a]ipiied to the reproduction of mental images 
of correct script forms 

2. The ej'e sees, the ear listens, the mind gets the picture, the will 
din cts, the nerve system rec(>ives the order and by use of the muscles 
reproduces the form. 

3. Making a letter is at first a deliberate, conscious, often painfully 
conscious, act. Then it becomes easier. Then a page is written withoiTt 
(conscious realization of the lorm of a letter. Here are some words: 
Conscious, voluntary, involuntary, reflex, automatic. These words may 
have meanings. You have written an entire letter to a fi-iend and on 
reading it over have found words misspelled with which you were per- 
fectly familiar. You have been disappointed because of having mis- 
spelled very common words. This fact teaches you something very won- 
derful about a certain servant of the soul. What is it? 

Note: Since vertical writing is a serious problem and not a joke 
everv institute ought to find time to give it some consideration. 




C~y/////jy J::^^F79f7^ 



50 



!n:\'isi:i> coi^ksk oi- :vn in 



)H')\hix\h^\r'\miwi 



Note: The delay iu reeiiviiig the Blate ruling from tlif eugravrrs 
made it necessary to place the cuts at the close of the article, which was 
not contemplated by the author. 



HISTORY. 



Bv Prix. F. E. Cook, St. Lons. 



As a preliminary, a brief histoi'y of p]ngland sliouhl be studied 
Henry VII and Henry VIII. 

Note: Dates and naips have been well called "the two eyes of His- 
tory;" they are A^ery necessary, especiallj^ the latter. Wall-maps a re pref- 
erable to hand-made ones; and each lesson will be h<>lped by havino' it 
preceded by map — pointing out. 

The following- few books of reference are recommended: "Barnes' 
Brief History of the United States," Montgomery's "Leading Facts," 
Eggleston's"School History," Higginson's "Young Folks' Historj^ of the 
United States;" for comprehensive reading, "Winsor's Narrative and 
Critical History," and for culture such as can be obtained no Avhere else, 
"Hegel's Philosophy of Historj"" (good English translation in Bohn's 
Library). This latter work is abstruse, and requires most patient study 
to glean its meaning; but, when mastered, it will ))e of supreme benefit 
to the student. 

/. Period of Discoveries. 

The carrying trade between the orient and Occident iu the fifteenth 
century was conducted mainly bj' what two rival cities of Europe? De- 
scribe the route of each. to India. AVhich of these routes had just been 
closed as Columbus appears in history? What two inventions at this 
time made possible the navigation of the high seas? What was the great 
commercial pi'obiem of this age? What was Columbus' theory as to 
the earth's shape? Whence was this belief derived (by what experiences?— 
Foscanelli— Aristotle)— see John Fiske's "Columbus")? Date and describe 
minutely the four voyages of Columbus (routes taken, etc— see John 
Fiske's Columbus). Vasco Da (iamo (his great discovery— its date— its 



HJJilSh/) (OUiSl. <ij- S'Jl I'l. .',] 



effect upon the coniincife of Europe? How came Portugal to claim 
Brazil? Who first proved Columbus' theory correct? (give sketch ot his 
remarkable voyage— sec Johu Fiske's Columbus"). 

Who met? Who went? (See Barnes' Brief History, pp. 41-42). What 
mistake did he make as they fouud? What early couceptiou as to the 
shape aud extent of the new world was derived from the expeditions of 
Balboa, Magellan, Coronado and Espejo? This gave rise to expeditions 
to find what? What facts did DeSoto in North America and Pizarro in 
South America find, to disproA'e this conception as to the size of the 
new world, and thus encourage its settlement by Europeans? 

Here should be learned a brief History of England (Elizabeth, Marie 
Stiiart — James 1., Charles I., Charles H). 

n. Pekiod of Settlements: — What four European nations under- 
took the Settlement of America? What were the main motives that 
prom{)ted each in seeking pt)ssessions here? In what region did each locate? 

When, where, and by whom was each of the English colonies settled? 
For what main purpose? What three forms of government prevailed in 
the colouie.-;? 

Describe each form, and tell which each colony had at one time or 
another. 

Name the chief conditions and events in each colony, especially those 
which contributed to the framing of the American Constitution. 

Note. — The teacher cannot impress too forcibly, the fact, that our 
Constitution is the outgrowth of colonial life; in the colonies are to be 
found the germinal leaves of our Union; this is a rich field for those 
teachers who will to work it. 

Mention all the attempts at Union between parts of colonies, oi en- 
tire colonies, prior to 1787. 

Heie continue a brief history of England (Jam<'s 11, William and 
Mary, Anne, and the two Pretenders). 

in. Period of Intcrcolonhil Wars: — Show how these wars, especially 
the last, paved the way t(J Union by removing local predjudices. 

Give the date, causes, chief events of King William's war; also the 
title and terms of the treaty which concluded it. The same of (^ueen 
Anne's war (also its European title — (why?) The same of King Gcoi-ge's 
war. The French and India.n war: — Show what Champlain ha,d to do 
with the forcing of his countrymen westward into the Mississippi valley, 
in their contest with the English. What steps did the French take to 
hold this valley against their enemy? 

What five ol)jective points had the English in this war? Speak of 
the importance of each. What was the general plan of the English? 
Date, title, and terms of the treaty by which this war was concluded? 

What connection between the results of this treaty and the awaken- 



REVISED COURSE Ub STIUY 



iug of the spirit of resistance and revolution among the Americans to- 
wards the mother country? 

IV. Th<^ Revolution. {(Jntises): Remote causes? Direct cause? 
What three attempts to tax the Americans, and under what prime 
minister was each? How was the repeal of each act brought about? 
Date, place ot meeting, and proceedings of the Colonial Congress? Of 
the first Continental Congress? Of the second Continental Congress? 

V/hat was the effect of Washington's campaign in New Jersey (177(5)? 
What was Burgoyne's plan? How frusti-ated? By whom? What was 
the effect of Greene's campaign in the Carolinas? Dat<^ title and terms 
of the treaty by which the American revolution was ccmcluded.' 



At tliis point the suhsiancf- of the constitution of the United States 
should be carefully taught before the taking up of the administrations, 
which are hut a. pniftic/il application of its workings. But few of its 
clauses should be committed to nnemory, and these are, the preamble, 
the President's oath, the definition of treason, original and appellate 
jurisdiction of the Supreme Court, and the Supreme Law of the land. 

As a prime means of cultivating the ethical and patrioti*- will, the 
biographies of our national heroes should be studied. 

V. The Administrations: 

1. Washing-ton: (government started. Ai)pointments and treaties 
(rev. cons.) — First political parties? 

2. Adams: Alien and Sedition law? 

3. Jefferson: Plain Democratic customs? Louisiana ))ui-clmse? 
Embargo act? 

4. Madison: War of LS12. (Cause?):— Perry: his flag ship (Name); 
his message to Harrison; connect his victory with the battle of 
the Thames. The Star Spangled Banner? How w'ould the then 
existence of the Atlantic cable, have prevented a battle and changed 
our history? 

5. Monroe: — "Era of good feeling?" Monroe Doctrine (J. Q. Adams)? 
Missouri compromise? Last of the "Continental" presidents. 

6. ./. Q. Adams: Connecting link between the past and modern 
presidents. High tariff (Clay). 

7. Jackson: Nullifieation? Clay's ~ compromise tarilf? National 
bank troubles? (Explain). 

8. Van Buren: Panic of 1837? Sub-treasury act? 

U. Harrison and Tyler: Ashburton treaty (Webster)? National 
bank veto? Admission of Texas? 

10. Polk: Mexican war— cause? Task set for each ai-niy. (Tay- 
lor, Kearney, Doniphan and Scott)? How cfimpleted? By what treaty 



REVISED cm : USE 01 STUDY. nH 

was this war concluded? Designate the territory thus acquired by 
tlie Uuited States. 

11. Tiiyh>r mid EiliucK : Clay's Oiunibus bill (its six piovisions)? 

12. Pien-e: The Kansas-Nebraska bill (Douglas)? 

12. Buchiiiian: The Dred Scott decision? The John Brown raid? 

14. Lincoln: The Civil War: Name the three objectives of the 
Cnion in 18(52? What was Grant's plan in 1864? What do you con 
sider the ten most decisive battles of the war, whether on land or sta, 
and why? Emancipation proclamation? Assassination? 

1"). Johnson: His vetoes: (Freedman's Bureau? Civil i-ights bill? 
Tenure of office act?) Be construction trouble? Impeachment (rev. of 
eons)? 

16. (irfiut: Treaty of Wnshington? Pacific railroad? Centennml? 
p]lrctoral Commission? 

17. Hayes: Withdrawal of troops from the South? Civil service 
]'efoi-m? Resumption of Specie payments (John Sherman)? 

1 8. (xnrfield nnd Arthur: Reduction of letter postage? 
11). Cleveland: Presidential Succession law? (Hendricks). 

20. Benj. Harrison: McKinley bill? 

21. Clo'veland: Wilson bill? 



READING. 



By Prin'. Gkuthi'de (ireene, Kansas Cnv. 



(tEneral outline of method. 



The teaching of reading has two sides: 

a. The mechanical side. 

b. The thought side. 

MECHANICAL SIDE. 

There is a mechanical side to the reading work which must be first 
acquired, and which must become, in a sense, automatic, before teachers 
can give their full attention to the study of thought. This consists of 

1. A careful and persistent drill in proper position of body while 
sitting and standing. 

2. Drill in position of book while pupil is sitting and standing. 
8. Drills in rising and sitting. 

4. Drills in proper breathing and the use of the vocal organs. 
(Such drills can be found in any good elocution.) 

5. Full instruction in use of diacritical marks, as aguide to jtronun- 
ciation of new words. 



Ji REVISED COURSE OF STUDY 

6. Ready recognition and perfect articulation and pronunciation ot 
words. 

THOUGHT SIDK. 

1. Careful study of the s:'lectioii iis to Tneanin<;' ot: 

a. Words. 

b. Sentences. 

c. Paragraplis. 

d. Selection as a whole. 

2. Appropriate and pleasing oral expression of the thought. 
Note. If the "mechanical" difficulties have been carefully looked 

after, the expression of the thought can now i-ecelve the entii-e attention 
of teacher and pupils. 

Discussions founded upon a careful study and practical apijlication 
of preceding outline. 

1. First day in the school room. A detailed outline of the lirst few- 
lessons in reading. 

2. Different methods of teaching beginners to read, viz: The seuteiiee 
method, the ifo/y/ method, the phonic method, the r7-Z>-f method, the 
y^ic/'^i'e method, and the o/j/ecf method; the ro/'/'w/ method or combi- 
nation of methods to use. Illustrate. 

3. Discuss the work of the first reader; such as object of lessons, 
length of lessons, manner of preparing the lessons, method of conduct- 
ing recitation, manner of obtaining correct expression, manner of teach- 
ing correct pronunciation of new words throug-h a knowledge of the 
sound of the letters and the diacritical marks. 

4. Give work in detail of a lesson in first reader. What should 
pupils know when the first reader has been completed? 

5. Second and third reader lessons. What change in object of h^s- 
sons? Seat preparation by pupils. Value of oral and written reproduc- 
tion of thought contained in lessons. 

6. When and how to beg-in the study of Hterature in reading classes. 
Value and place of supplementary reading in this connection. Indicate 
by some special lesson how pupils may be led to a real appreciation of 
literary excellence. 

7. Object of a class criticism. Danger of indiscriminate class criti- 
cism. How can the matter be properly regulat.t^d by the teacher? 

8. How to i-each individual pupils: 

a. The pupil who stutters 

b. Who repeats. 

c. Who hesitates. 

d. Who articulates poorly. 

e. Who mispronounces. 

f. Who miscalls words. 



A7i' ! isi':i> ( () I iisi-: OF sTi n r jo 

g. Who read9 in a mnnotonourt toii!^. 

h. Who reads with poor (luality of voice. 

i. Who does not manage the breath pro])erl.y. 

j. Who omit,s. 

k. Who reads in strained, iinnntural tones. 
9. Model lesson in advanced reading. Give details in the work ot 
prepai'ing and conducting such a recitation. How long a time might 
IM-operly be given to the study of a selection in an advanced class? 

Note. The outline is intended to serve as a general guide in plan- 
ning and conducting a reading lesson. The points are merely sugges- 
tive. The live teacher will catch the spirit and use his own special plan in 
reaching results. 



SPELLING, 



Rv Pm.NS. (rERTHrUE (iRKENK ANH F. D. TUAHPK, KANSAS ClTV. 



[1. Phonic analysis. 
Methods^ 2. Naming of letters (oral spelling.) 
(3. Written spelling. 

1. Explain what is meant by phonic spelling; oral spelling: written 
s]ielling. When shall the teacher begin to teach spelling to beginners? 
\Miat method shall he first use? Give in detail the work ot a first lesson 
in spelling. 

2. Relative value of oral and written spelling. How and when to 
teach abbreviations. Value of diacritical spelling. Method of conduct- 
ing a recitation in diacritical spelling. 

3. From what sources shall the words of each grade Iw sel(Y't('d? 
S;'nt work in preparation. Rules for spelling. 

4. How to correct misspelled words. Value to child of study ot 
meaning and use of words in spelling lessons, and the effect f)f the same 
on child's work in reading. 

."). Test teachers in marking diacritically a list of words furnished by 
instructor. Test in pronouncing a list of words diacritically marked. 

(5. Define homonyms; synonyms. Value to child of such study. 
Illustrative lesson in each. 

7 Value to child of a study of roots, prefixes and suffixes. Define 
each. Bring to class a list of ten words, showing meaning of as many 
jn-etlxes in common use. A similar list showing use of ten suffixes. 

8. Analyze a list of words furnished by instructor, giving root, pre 
fix and suffix of each and meaning of each part. 

1). A test in written spelling on a list of fifty words selected from 
daily paper by the instructor. Grade the list by reference to Webster's 
Dictionary and give a brief lesson on how to use the dictionary. 



56 HE VISED rOlRSE Of STUDY. 



CIVIL QOVERNi^lENT. 



Bv Soft. \j. J. Hall, Montgomery City. 



The first five lessons of the foUowi^ig outline and those relating' to 
state government have been arranged chiefly aecoi-ding to the i:>lan of 
"Barnard's Civil Government of Missouri." They ean b(- prepared by 
reference to that work or any other good t^-xt book on the civil govern- 
ment of Missouri, or they may be learned directly fiom the constitution 
and statutes of the state. 

I. The School. 1. Necessity and purpose; 2. School districts— their 
purpose, their shape; 3. Powers of the people; 4-. School directors — their 
qualificatious, their duties, vacancies in the board; 5. School funds, state, 
county, township, special, legislative appropriation; (>. The teacher, hJs 
(lualifications, training and license. 

II. The Mnnicipiil Township. 1. Purposes and formation; 2. Itsre- 
lation to the county; 3. Officers — their qualifications, election, powers and 
duties; 4. Township organization — how adopted, name of oflicerM and 
their qualificatious, election, duties and powers. 

III. The CoiigrfissionHl Township. 1. Distinguished from Municipal 
Tp. and its purposes given; 2. Townships — their description, division 
and sub-division; 3. Surveys — standard lines, marking lines, sections, 
corners; 4. Conveyances of lands. 

IV. The County. 1. Its relation to the state; 2. County orticers— 
their (lualifications, election, princi])al duties, and compensation; official 
bond, tenure. 

V. Cities find Villages. 1. Relation to the state and couutj^ 2. (ieu" 
eral matters, including incorporation and division into wards;- 3. 
Classes— first, second, third, fourth; 4. Take up each class— giving offi- 
cers and their qualifications, election, terms, and powers; 5. Explain the 
legislative, executive, and judicial departments of eacli class. 

VI. State Government. 

Legislative Depurtjuent. 1. Relation to the state, to the county, 
and to the national go vernment as a unit of government; 2. General assem- 
bly — how composed, time of meeting, length of sessions, powers of each 
house, and compensation of members; 3. Representatives — quahfications, 
term, and districts; 4. Senators — qualifications, apportionment, 
term, classes, districts. 5. Legislative proceedings, legislative limitations 
and prohibitions. 



RKVISJ'JD VOl'JtSE OF STVDY. 57 



VII. Executive Depm'tiacnt. 1. Elcrtive officers — governor, lieuten- 
ant go vernor,hiPcvetary of state,avi(litor,treasurer,attiOrnf>y-general, super- 
iutendentof schools and raiiroad commissioners; 2. Qualifications, pow- 
ers and duties of tlie governor; 3. (Qualifications, powers, duties and bonds 
of other state officers; 4. Appointive officers — superintendent of insurance, 
adjutant-general, labor commissioner, warden of penteutiarj'^, militia 
officers, state geologist, grain and tobacco inspector, oil inspector, 
commissioner of seat of government, state librai-ian, water melon in- 
spector, I't ;ll. 

VIII. Jiuiirinl Lhqia li men 1 . 1 . Classes of co urts — m u nicipal , county, 
probate, circuit, court of ajipeals and supreme court; 2. Quatiticatious, 
election, and term of office of judges of the last three; 3. Common pleas 
and criminal courts; 4. Jurisdiction of each oi' the classes of courts, 
term, and compensation of judges. 

iX. lUffhts and Duties. Study carefully the Bill of Rights of the 
Constitution of Missouri. 

Citizenship ;i 11(1 Snffnige. 1. Citizenship — naturalization rules and 
exceptions, rights conferred by citizenship, duties; 2. Suffrage — by wliom 
confeerred, state or national authority? 3. Voting a duty. 

X. Elections in Missouri. 1. Time and place of holding elections; 

2. Two classes of voters and their qualifications; 3. Who may not vote? 
4. Method of conducting the election; 5. Australian Ballot System: 
nominating candidates, method of voting in full. 

Party Ahuiiigewent. 1. Necessity for parties; 2. Committees — na- 
tional, state, county and other; 3. Conventions, county, state, national, 
district. 

XI. Revenue unci Til xiition. 1. Necessity for revenue and principles 
governing its collection; 2. Kinds of taxes — customs and internal revenue: 

3. State taxes — assessment, rates for state, county, and city purposes; 

4. Method of collecting taxes. 

XII. State Institutions. 

1. Educiitiontil. a. The University of Missoui'i; b. Normal Schools 
— Kirksville, Warrensburg, Cape Girardeau; c. Lincoln Institute. 

2. Eleennosynsiry. a. Deaf and Dumb Institute (Fidton): b. Insti- 
tute for the Blind (St. Louis). 

3. Industrial Schools, a. For Boys, at Boonville: b. For (iirls, 
Chillicothe. 

4. Asylums for the Insane, a. No. 1, at Fulton; b. No. 2. at St. 
•Joseph; c. No. 3, at Nevada. 

5. The State Penitentiary. (Jefferson City.) 

Give the method of control of each of the above institutions. 

XIII. United States Government. 1. The colonial union; 2. The 
confederation: 3. The union under the constitution— necessity, purpose, 
forma fion. 



-18 REVISED COUliSE UF STCDY. 

XIV. Congress. House of Representatives: 1. How composed: 
2. P^liffibility; 3. Election; 4. Congressional districts — gerrymander; 5. 
Powers, duties and privileges. 

XV. Congress. The Senate: 1. Composition: 2. Term; 3. Eiec 
tion; 4. Classification; 5. Organization; (J. Powei-s. a. Legislative: b 
Executive; c. Elective; d. Judicial. 

XVI. Congress. 1. Membership; 2. Ineligibility; 3. Quorum; 4 
Rules; 5. Journal; (k Penalties; 7. Prohibitions; 8. Salaries. 

XVII. Exft'ntiveDfijitirtnaent. 1. In whom vested; 2. How elected 
— electors: appointment, nundier, proceedings; 3. Oath; 4. How re- 
moved; 5. Salary; •(>. Powers and duties. 

XVI II. Jndicial Department. 1. Where vested: 2. Appointment o{ 
judges; 3. Qualifications; 4. Tenure; 5. Salary; 6. Privilege-^: 7 Su- 
preme court— sessions, jurisdiction, powers, duties. 

TOPICS FOR GENER.\T. UISCUSSIOX. 

1. The purpose of government. 

2. The American idea of trusting the people. 

3. State sovereignty. 

4. Civil service reform. 

5. Federal judges should be elected by tlie people 

6. The single, or land tax. 

7. Our financial system. 

8. Election of United States senator . 

9. Purity of the ballot. How secured. 

10. Our school system. (Missouri.) 



PHYSIOLOGY. 



By Pres. W. D. Vaniuver, C.\pe Girardeau, and Prof. N. A. Harvkv, 

Kansas City. 



I. Explain the distinctions between Anatomy, Physiology and 
Hygiene. Show the importance of each. Show that their scientific study 
should be in the order named, while their pi actical value is in the reverse 
order. Hence, lessons on Hygiene should be introduced in the lower 
grades, and the fundamental laws of health should be taught to all 
pupils, but the scientific study of Anatomy and Phj^siology should l3e 
reserved for the high school, and only so much of them taught in the 
elementary school as may be necessary as a foundation for H.ygiene. 

II. Show the position of man in nature, or relation to the animal 



RKVISED COURSE OF STUDY. 59 



kingdom. The following diagram is ]k rhajjs the ^^im])ltl^t mtthoci ol clai^- 
:-i(ication, though it is an old one and the recent writers on Zoology 
usually make seven instead of tiv.' sub-kingdoms as here indicated: 

' ( 
I f 

Bodies. ! Inorganic. | (Protozoans. 

I Organic J Vegetable, j Radiates. 
j Animal. [MoUusks. (iiirde 



j Aiticnlates. j Fishes. 
j Vertebrates. JReptiles. 

III. Digestion. | Maninials. 
1 Organs: ( 

a. Mouth: 

b. Pharynx: 

c. Oesophagus: 

d. Stomacdi: 

e. Intestines — Large, small. 

Suggestive Qu.estions: ("an one breathe while swallowing? Try it. 
("an one swallow with head downward? Explain it. Place fingers on 
throat and swallow. What motion is felt? Estimat:* the capacity ol 
the stomach by what a heaJthj^ person is known to have eaten and 
drunk at one time. 

What is the order of muscular contraction in swallowing? Suppose 
that order be reversed; what is the result? 

IV. DiffPstioij. 

1. Processes: 

a. Prehension; 

b. Mastication; 

c. Deglutition; 

d. Chymification; 

e. f'hylification; 

f. Absorption. 

Suggestive Questions: Where are the salivary glands? (!'an j-ou 
find them? Can you find the opening of some of them under the tongue? 
What use is made of the saliva in chewing tobacco? Trace a portion of 
a biscuit, spread with butter and sugar, from the mouth to the heart. 

V. Teeth. 

1. Kinds; a. Incisors; b. Canines; c. Bicuspeds: d. Molars. 

2 . N umber of each : 

3. Composition. 

Suggestive Questions: With a mirror canyon count your own teeth? 
How many of each kind have yon? Can a cat move its jaws sideways? 
("an you? Are the cat's back teeth like yours? How does the cow move 
her jaws? What is indicated by prominent canine teeth? Which of your 
teeth have been displaced by others? When? Can tooth-ache be 
avoided? 



60 REVISED ( (Jilts h Ob Sl(^>\ 



VI. Circuhiiiou. 

1. Organs: 

a. Heart— chambors, valvi's: 

b. Artei-ie^: 

c. fJapillariPs; 

d. Veins. 

2. Bloofl — Corpuscles, Plasma, Tempfratiirc 

Suggestive (iuestious: The tail of a raiiiuow, the tail ot a fade pole, 
and the web of a frog's foot will show the l)lood corpuscles moving in 
the capillaries if a good miscroscope can be procured and used. 

Find the pulse in the wrist, in the elbow, on the side of the neck under 
the lower jaw, in the temple. Wrap a string tightly around one finger, 
describe and explain the changes in api)earance and in feeling. Trace 
the blood from the right side of the heart back to the same chamber. 

VII. liespinitioii. 
1. Organs: 

a. Larynx: 

b. Trachea: 

c. Broiichial Tubes: 

d. Lungs. 

Suggestions: Breathe in as much air as possible. Then breathe out 
as mneh air as possible. Class, do this all together. Measure the difler- 
ence in size of the body under the arms. Do the ribs niov^e? Can you 
breathe at all without moving your ribs? What muscles produce these 
movements? Are the lungs active or passive in breathing? 

Shake some slacked lime in a tumbler of water. After it has settled 
pour off the clear part. This is lime water. 

Carbon-di-oxide will turn lime water M'hite. 

Breathe through a straw into some lime water. What does this 
show as to the breath? 

When there is a thin moist membrane with blood containing carbon- 
di-oxide on one side and oxygen on the other, an exchangt* of gases will 
take place. Show how all of these conditions are fulfilled in the lungs. 

VIII. Voice. 
1. Organs: 

a. Larynx — Cartilage, vocal cords, epiglottis. 

Suggestive Questions: Put your thumb on the larynx. Swallow. 
What do you observe? Observe the movement of the larynx, if any, while 
talking. 

Make a peisteboard tube one inch in diameter and t*^n inches long. 
Tie tightly over one end ofitapieceof sheet rubber, which can be ob- 
tained, from a dentist or possiblj^ from a drug store. Make one cut with 
a knife blade throngh the middle of the rnbber. Blow through the tube 



UEYISED COVRSEJ)FJ<TUDY^ «^ 

produced by tlie vocal cords. 

What change occurs in singing the scal«? 
IX. Muscles. 

1. Delinition; 

2. Number; 

3. Kinds; 

4. Uses. 

Suggestive Questions: Bend the arm. Feel what change occurs 
above the elbow? What causes the change? What produces the mo. - 
ment? Straighten tbe arm. What causes this movement? Does one 
"ni^cle produce both movements? Grasp the right foreax^i wi h fhe ef 
.and. Work the fingers and thumb of the right hand. What bends the 
fino-ers-^ What straightens them? Place the fingers oi the left hand 
firmly in the bend of the right elbow? Move the i^ght ^oreann ui; j™;^ 
down. Do you feel a muscle'.' If not, what is it? Where is it attached? 
X. Joints. 

1 . Definitions; 

2. Kinds: 
8. Parts: 
4. Uses. 

Su-o-estive ( Mestions: Get fvom the butcher either a knee joint or a 
shoulder joint. Observe the muscles by which it is worked? Discorer 
how these nviscles are attached to the bone. What holds the two bones 
too-ether? Examine the ends of the bones. Feel of them and say wheth- 
er Tt is bone you feel or something else. Observe the shape of th« ends of 
the bones. 

XI. Ni^rvons Srsiciu. 

1. Parts. 

a. Nerves: 

1. Kinds— Motor and Sentient: 

2. Origin. 
1), Siiinal Cord: 
(' Drain; 

1. f'ovi'rings; 

2. Parts. 

2. Structure 

8. FuiKition. . 

Suogestive Questions; Without looking, lower your hand till it 
touches the desk. When it touches the desk raise it. What cause from 
without you, induced you to lower your hand? How did that cause g-et 
to VOU-? >hat was the immediate cause of your hand begmmng to 
lower-^ What was the physical force which did actually lower your band ? 



62 REVISED COURSE OF STUDY. 



Explain the cause and force operating to raise your handV fan .von il- 
lustrate the difference between nervous impulse and muscular contrac- 
tion? Does the heart beat in consequence of the same kind of impulse? 
What causes the sensation the "foot asleep?" In lowering your hand a 
few minutes ago, suppose you had touched a hot iron instead of the 
desk, would the impulse by which you raised your hand, have been the 
same? Whether right handed or left handed, how did you come to be 
so? Does the brain have anything to do with it? 

XII. The Eye. 

1 . Parts: 

2. Protecting Organs. 

Suggestive Questions: How does the dipper handle in the bucket ot 
water look? Is it as it appears to be? Explain. 

It is suggested that the instructor should not attempt to iiroceed 
\<'ithout a leas, a prism, or some other actual means of showing tlie re- 
fraction of light. 

I]ach member of the institute should draw a section of the eye cut 
through vertically from back to front showing the coats and humors. 
What is the form of the eye of a near-sighted person? Draw it. What 
kind of spectacles does such a person wear? Why? While standing be- 
fore a mirror in a darkened room hold a lamp or candle back of the head 
for a moment, then quickly bring it in front of the face watching the 
pupil of the eye. Explain the change in the ej^e. 

Hold a prism in the sunlight, then hold paper or cloth of different 
colors in the spectrum thus formed. What changes occur in the paper 
or cloth? Why? It is suggested that either a.n actual eye of an ox ob- 
tained from a butcher or a model obtained from a physician will be high- 
ly useful in this lesson. 

XIII. The Sense of Hem-in ff. 
Parts of the ear: 

External — Cartilage, Tym])auum; 

Middle; 

Internal — (Jochlea, Semi-circular Canals. 

Suggestive Questions: Close the nose and mouth and blowmodei-ate- 
ly hard. Tell what you feel and tell what causes it. 

Have you ever whirled around until you were dizzy? What jiart ot 
the ear is affected in this dizziness? In what part of the ear do the audi- 
tory nerves terminate and how do they terminate? By what means <lo 
we distinguish between tones as to pitch, quality, and loudness? 

XIV. The Skin. 

Layers — Epidermis, Dermis; 

Appendages— Hair, Nails. 

Suggestive Questions: At which end rioes the hair grow"^ Does it 



EE VISED COURSE Of STUDY. 63 

hasten the growtli of tlic hair to cut the ends off? 

Where are the sweat ghiiids? At which eud of the nails does growth 
oecui"? Hovi? do we catcli cold? What is the purpose in bathing? 

XV. Diseases. 

Tell what part of the body is afiected in each of the following- 
diseases: 

Bronchitis, Laryngitis, Pericarditis, Peritonitis, Appendicitis, Men- 
ingitis. Note: Any disease indicated by the ending itis ini])lies inflam- 
mation. What is inflammation? 

What part of the body is affected by Pleurisy, Pneumonia, (ioiter. 
Catarrh, Neuralgia, Rheumatism, Hciatica, Gout, Mumps? What is 
Consumption? Measles? Smallpox? What are the symptoms of a 
{ever? 

XVI. Secretion. 

Glands. Locate the pancreas, liver, sahvary glands, kidneys, spleen, 
gastric glands, sweat glands, oil glands, lachrymal glands. Note: The 
product of a gland is called its secretion. What does each of the above 
mentioned glands secrete? Of what use is the secretion of each? 

X VIL Eifects of Alcohol nnd Narcotics. 

1 . Effect of strong alcohol upon waterj' tissues. 

2. Upon the white of an egg, pour an ounce of alcohol. Note the 
effect. 

8. Put an earthworm into strong alcohol. After it has remained 
24 hours, examine the condition of the earthworm. Has the alcohol 
hardened the animal tissues? 

4. Discuss the scientific uses of alcohol. 

T). Of what and how are alcohol,.beer, and wine made? 

6. What is meant by the drink habit? How may it be cured? 

7. Discuss the effect oftobacco on growing children; on adult persons. 
XVHL Have each member of the class prepare and bring to the 

class ten well known and clearly demonstrable rules of health which the 
pupils of every school should be taught to practice. 

Suggestive Questions: What effect on the health of ])upils is pro- 
duced by having the stove in the center of the schoolroom and the room 
heated by direct radiation? What effect is produced by a stovepipe 
running along over the heads of the pupils? Why is the stove in a rail- 
way car not placed in the middle of the car? Why not sit in a draft? 
In what part of a. room is the air warmest? 

Why not have the water used by the school children brought from a 
pond or a well which has not been used during the summer? Why not 
allow the milk cow to drink from a pond at the lower end of the barn lot? 



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